I am continuing most of my blogging efforts over at WordPress.
Here's the link to the gz7comp blog.
Thursday, September 3, 2009
Tuesday, September 1, 2009
Sunday, August 30, 2009
Thacker & Galloway on Protocol
Taken from their article, Networks, Control and Life-Forms:
PROTOCOLS
The principle of political control we suggest is most helpful
for thinking about biological and informatic networks is
"protocol," a word derived from computer science butwhich resonates in the life sciences as well. Protocol
abounds in techno-culture. It is a totalizing control
apparatus that guides both the technical and political
formation of computer networks, biological systems and
other media. Put simply, protocols are all the conventional
rules and standards that govern relationships within
networks. Quite often these relationships come in the form
of communication between two or more computers, but
"relationships within networks" can also refer to purely
biological processes as in the systemic phenomenon of gene
expression. Thus by "networks" we want to refer to any
system of interrelationality, whether biological or
informatic, organic or inorganic, technical or natural--with
the ultimate goal of undoing the polar restrictiveness of
these pairings.
In computer networks, science professionals have, over the
years, drafted hundreds of protocols to govern email, web
pages, and so on, plus many other standards for
technologies rarely seen by human eyes. The first protocols
for computer networks were written in 1969 by Steve
Crocker and others. If networks are the structures that
connect people, then protocols are the rules that make sure
the connections actually work. From the large technological
discourse of white papers, memos, and manuals, we can
derive some of the basic qualities of the apparatus of
organization which we here call protocol:
· protocol facilitates relationships between
interconnected, but autonomous, entities;
· protocol's virtues include robustness, contingency,
interoperability, flexibility, and heterogeneity;
· a goal of protocol is to accommodate everything, no
matter what source or destination, no matter what
originary definition or identity;
· while protocol is universal, it is always achieved
through negotiation (meaning that in the future
protocol can and will be different);
· protocol is a system for maintaining organization
and control in networks.
In many current political discussions, networks are seen as
the new paradigm of social and political organization. The
reason is that networks exhibit a set of properties that
distinguishes them from more centralized power structures.
These properties are often taken to be merely abstract,
formal aspects of the network--which is itself characterized
as a kind of meta-structure. We see this in "pop science"
books discussing complexity and network science, as well
as in the political discourse of "netwars" and so forth. What
we end up with is a metaphysics of networks. The network,
then, appears as a universal signifier of political resistance,
be it in Chiapas, Seattle, Geneva, or online. What we
question is not the network concept itself, for, as a number
of network examples show, they can indeed be effective
modes of political struggle. What we do question is the
undue and exclusive reliance on the metaphysics of the
network, as if this ahistorical concept legitimizes itself
merely by existing.
PROTOCOLS
The principle of political control we suggest is most helpful
for thinking about biological and informatic networks is
"protocol," a word derived from computer science butwhich resonates in the life sciences as well. Protocol
abounds in techno-culture. It is a totalizing control
apparatus that guides both the technical and political
formation of computer networks, biological systems and
other media. Put simply, protocols are all the conventional
rules and standards that govern relationships within
networks. Quite often these relationships come in the form
of communication between two or more computers, but
"relationships within networks" can also refer to purely
biological processes as in the systemic phenomenon of gene
expression. Thus by "networks" we want to refer to any
system of interrelationality, whether biological or
informatic, organic or inorganic, technical or natural--with
the ultimate goal of undoing the polar restrictiveness of
these pairings.
In computer networks, science professionals have, over the
years, drafted hundreds of protocols to govern email, web
pages, and so on, plus many other standards for
technologies rarely seen by human eyes. The first protocols
for computer networks were written in 1969 by Steve
Crocker and others. If networks are the structures that
connect people, then protocols are the rules that make sure
the connections actually work. From the large technological
discourse of white papers, memos, and manuals, we can
derive some of the basic qualities of the apparatus of
organization which we here call protocol:
· protocol facilitates relationships between
interconnected, but autonomous, entities;
· protocol's virtues include robustness, contingency,
interoperability, flexibility, and heterogeneity;
· a goal of protocol is to accommodate everything, no
matter what source or destination, no matter what
originary definition or identity;
· while protocol is universal, it is always achieved
through negotiation (meaning that in the future
protocol can and will be different);
· protocol is a system for maintaining organization
and control in networks.
In many current political discussions, networks are seen as
the new paradigm of social and political organization. The
reason is that networks exhibit a set of properties that
distinguishes them from more centralized power structures.
These properties are often taken to be merely abstract,
formal aspects of the network--which is itself characterized
as a kind of meta-structure. We see this in "pop science"
books discussing complexity and network science, as well
as in the political discourse of "netwars" and so forth. What
we end up with is a metaphysics of networks. The network,
then, appears as a universal signifier of political resistance,
be it in Chiapas, Seattle, Geneva, or online. What we
question is not the network concept itself, for, as a number
of network examples show, they can indeed be effective
modes of political struggle. What we do question is the
undue and exclusive reliance on the metaphysics of the
network, as if this ahistorical concept legitimizes itself
merely by existing.
5371 Durack Reading Notes
Durack, Katherine T.
Gender, Technology, and the History of Technical Communication
35
publication as ideational performance
36
definition tells us what tc is
1. close relationship to technology
2. associated w/work & workplace--not gender neutral terms tho oft represented as such
37
emphasis often on agency or products: both have need to establish signficance
two assumptions need challenged:
1. women not significant originators of tech/sci/med docs
2. women's tools not sufficient/important enough to study
multiple references to Stanley's work & the obfuscation/cooption of women's work
38
history often ignores technology of daily life
39
industrialization split home from work--recentered heart of production
women often accepted as users of machines but not the repairers of machines
40
focus on workplace writing--one geographic place over another--disempowering to an entire collection of sites where writing takes place
41
many contributions made outside of workplace
Definition revision
1. TW exists in gov't & industry as well as intersection between private/public spheres
2. TW has a close relationship to technology (knolwedge, actions, tools)
3. TW seeks to make tacit knowledge explicit
Gender, Technology, and the History of Technical Communication
35
publication as ideational performance
36
definition tells us what tc is
1. close relationship to technology
2. associated w/work & workplace--not gender neutral terms tho oft represented as such
37
emphasis often on agency or products: both have need to establish signficance
two assumptions need challenged:
1. women not significant originators of tech/sci/med docs
2. women's tools not sufficient/important enough to study
multiple references to Stanley's work & the obfuscation/cooption of women's work
38
history often ignores technology of daily life
39
industrialization split home from work--recentered heart of production
women often accepted as users of machines but not the repairers of machines
40
focus on workplace writing--one geographic place over another--disempowering to an entire collection of sites where writing takes place
41
many contributions made outside of workplace
Definition revision
1. TW exists in gov't & industry as well as intersection between private/public spheres
2. TW has a close relationship to technology (knolwedge, actions, tools)
3. TW seeks to make tacit knowledge explicit
5369/ Jonas/ Ch 18 Reading Response
Gregory Zobel
Chapter 18
Hans Jonas: Toward a Philosophy of Technology
Hans Jonas works towards defining terms and identifying key themes surrounding the philosophy of technology. Jonas identifies two other major themes in the philosophy of technology: form and matter. Jonas labels them formal dynamics and substantive content. Formal dynamics represents technology as a "continuing collective enterprise" which is apparently self-propelled; substantive content of technology is "[T]he things it puts into human use, the powers it confers, the novel objectives it opens up or dictates, and the altered manner of human action by which these objectives are realized" (191). As Jonas states, the first is abstract and the second is concrete. To this he adds the third theme of morals or ethics.
Jonas spends five pages developing the formal dynamics of technology. The first key points he establishes is that while earlier technology was centered around possession of tools, modern technology is focused on being a process (192). A key aspects of this process is the notion of constant progress (192-3). Other traits Jonas identifies technology as having spur the feedbackish ideological loop of infinite progress: restlessness; competition; population growth; quasi-utopian visions; need for social control; and the premise that eternal progress is possible (193-4). This last element, Jonas states, is key: "Unless we understand this ontologic-epistemological premise, we have not understood the inmost agent of technological dynamics" (194). Jonas then goes on to identify how science and technology feed each other's restlessness, motivate each other, and urge each other forward to perpetual research and development (195).
Next Jonas explores the materiality of technology and several facets of its expression. First, technology exerts demands on the social and natural worlds. However, technology often generates other technology with even greater demands; he cites the steam engine's need for coal as an example (197). This new technology, often designed for production of goods, regularly shifts into the private homes and lives of people, such as audio and visual production (198). Another result of technological development is that entirely new things are discovered, like electricity, or media are created, such as communication engineering. Thus, while science may generate knowledge that technology can use, technology generates tools that facilitates scientific discovery of yet more things which technology can then apply. The final frontier of this discovery/application, Jonas asserts, is biology and the human body.
Finally, Jonas explores the ethics of technology. As he states, given the overwhelming power and impact of technology on life, the future of human life is at stake, so ethics are going to be involved (200). He claims that even though technology appears to offer people a greater sense of freedom, technology simultaneously creates a greater state of determinism. The very artifact that we have now implies that there is something better, something as yet undiscovered, and since we hold one object today, that very object drives us to desire and create something for tomorrow (201). Rather than simply participating in this process, Jonas pushes for an awareness of the process and an awareness of the dangers of certain technologies and technological systems (201-2). For Jonas, the real issue in maintaining proper balance and control of technology is to make sure that the proper people into positions of responsibility and power (202).
Chapter 18
Hans Jonas: Toward a Philosophy of Technology
Hans Jonas works towards defining terms and identifying key themes surrounding the philosophy of technology. Jonas identifies two other major themes in the philosophy of technology: form and matter. Jonas labels them formal dynamics and substantive content. Formal dynamics represents technology as a "continuing collective enterprise" which is apparently self-propelled; substantive content of technology is "[T]he things it puts into human use, the powers it confers, the novel objectives it opens up or dictates, and the altered manner of human action by which these objectives are realized" (191). As Jonas states, the first is abstract and the second is concrete. To this he adds the third theme of morals or ethics.
Jonas spends five pages developing the formal dynamics of technology. The first key points he establishes is that while earlier technology was centered around possession of tools, modern technology is focused on being a process (192). A key aspects of this process is the notion of constant progress (192-3). Other traits Jonas identifies technology as having spur the feedbackish ideological loop of infinite progress: restlessness; competition; population growth; quasi-utopian visions; need for social control; and the premise that eternal progress is possible (193-4). This last element, Jonas states, is key: "Unless we understand this ontologic-epistemological premise, we have not understood the inmost agent of technological dynamics" (194). Jonas then goes on to identify how science and technology feed each other's restlessness, motivate each other, and urge each other forward to perpetual research and development (195).
Next Jonas explores the materiality of technology and several facets of its expression. First, technology exerts demands on the social and natural worlds. However, technology often generates other technology with even greater demands; he cites the steam engine's need for coal as an example (197). This new technology, often designed for production of goods, regularly shifts into the private homes and lives of people, such as audio and visual production (198). Another result of technological development is that entirely new things are discovered, like electricity, or media are created, such as communication engineering. Thus, while science may generate knowledge that technology can use, technology generates tools that facilitates scientific discovery of yet more things which technology can then apply. The final frontier of this discovery/application, Jonas asserts, is biology and the human body.
Finally, Jonas explores the ethics of technology. As he states, given the overwhelming power and impact of technology on life, the future of human life is at stake, so ethics are going to be involved (200). He claims that even though technology appears to offer people a greater sense of freedom, technology simultaneously creates a greater state of determinism. The very artifact that we have now implies that there is something better, something as yet undiscovered, and since we hold one object today, that very object drives us to desire and create something for tomorrow (201). Rather than simply participating in this process, Jonas pushes for an awareness of the process and an awareness of the dangers of certain technologies and technological systems (201-2). For Jonas, the real issue in maintaining proper balance and control of technology is to make sure that the proper people into positions of responsibility and power (202).
5369/ Shrader-Frechette/ Ch 17 Reading Response
Gregory Zobel
Chapter 17
Kristin Shrader-Frechette: Technology and Ethics
Shrader-Frechette argues that the development of technology has not generated new ethical questions; rather, technology has expanded on currently existing ethical questions. She then asserts that new technological developments requires critics who examine ethics and technology need both technological and philosophical skills (187). One reason is that "Although such factual knowledge does not determine the ethical decision, it constrains it in important and unavoidable way" (187). Shrader-Frechette also asserts that knowledge of economics is equally critical.
Next, she describes the five key categories for most technology and ethics questions:
1. conceptual/metaethical
2. general normative
3. particular normative
4. ethical consequences of technological developments
5. ethical justifiability of methods of assessing technology (187).
Central to the discussion of technology and ethics is the concept of risk. Shrader-Frechette asserts that technical experts and engineers define risk in probabilistic terms regarding fatality and use quantitative language. Humanistic critics, she claims, state that such terms are not a full accounting of the risk and do not address issues of democracy, consent, welfare, and personal freedom (188). Even when risks are analyzed and put forth, decision making is still conflicted. Two strong, opposing trends are to select the technology which offers the greatest benefit or to select the technology which offers the least catastrophic risk.
The notion of risk is complicated even more, Shrader-Frechette asserts, by technologies like fission which, if catastrophes do happen, can impact large portions of the population who did not consent to be in the range of the experiment or its benefits. This issue summons another topic: consent. One side argues that if a person takes a job, or a culture wants the benefits of a certain technology, then they have consented to the inherent risks. Opposition states that acceptance does not mean consent to certain risks, especially if those risks are not clearly and thoroughly understood.
Chapter 17
Kristin Shrader-Frechette: Technology and Ethics
Shrader-Frechette argues that the development of technology has not generated new ethical questions; rather, technology has expanded on currently existing ethical questions. She then asserts that new technological developments requires critics who examine ethics and technology need both technological and philosophical skills (187). One reason is that "Although such factual knowledge does not determine the ethical decision, it constrains it in important and unavoidable way" (187). Shrader-Frechette also asserts that knowledge of economics is equally critical.
Next, she describes the five key categories for most technology and ethics questions:
1. conceptual/metaethical
2. general normative
3. particular normative
4. ethical consequences of technological developments
5. ethical justifiability of methods of assessing technology (187).
Central to the discussion of technology and ethics is the concept of risk. Shrader-Frechette asserts that technical experts and engineers define risk in probabilistic terms regarding fatality and use quantitative language. Humanistic critics, she claims, state that such terms are not a full accounting of the risk and do not address issues of democracy, consent, welfare, and personal freedom (188). Even when risks are analyzed and put forth, decision making is still conflicted. Two strong, opposing trends are to select the technology which offers the greatest benefit or to select the technology which offers the least catastrophic risk.
The notion of risk is complicated even more, Shrader-Frechette asserts, by technologies like fission which, if catastrophes do happen, can impact large portions of the population who did not consent to be in the range of the experiment or its benefits. This issue summons another topic: consent. One side argues that if a person takes a job, or a culture wants the benefits of a certain technology, then they have consented to the inherent risks. Opposition states that acceptance does not mean consent to certain risks, especially if those risks are not clearly and thoroughly understood.
5369/ Ellul/ Ch 16 Reading Response
Gregory Zobel
Chapter 16
Jacques Ellul: On the Aims of a Philosophy of Technology
The Ellul excerpt centers on contextualizing the setting for his argument and defining key ideas. He begins strategically by claiming that no total account of technology, or what he calls technique, is possible. Ellul defines technique thus: "[T]echnique is the totality of methods rationally arrived at and having absolute efficiency (for a given stage of development) in every field of human activity" (182). Shortly thereafter, Ellul acknowledges that he, too, is involved in a technological civilization, and thus his perspective is biased (183). Then he claims that he has not set out to prove anything (183). Ellul continues hedging his position and states that his work centers on collective, not individual, mechanisms. The only role of the historical past is for comparison. Once he completes his hedging, he warns the reader not to be fatalistic; his conclusions are only probable if the populations do not respond and change their current course.
Ellul offers no solution, and he claims that no solution offered as yet to the challenge of technique is viable. Earlier solutions he dismisses as fanciful or simplistic. These will not work because, "Technique presents man with multiple problems" (185). The problems are complex and require complex solutions. Ironically, the individual man whose life Ellul cannot account for is then held accountable and, according to Ellul, is the potential source of the solution: "Each man must make this effort [to overcome technological determinants] in every area of life, in his profession and in his social, religious, and family relationships" (185). Resisting technological determination not only helps humanity avoid the oncoming problems Ellul will describe in his book, but is also an expression of personal freedom for Ellul defines freedom as not inherent; rather, "[F]reedom consists in overcoming and transcending these determinisms" (185). Thus, the solution Ellul provides appears to be one of individually designed resistance to technological determinism.
Chapter 16
Jacques Ellul: On the Aims of a Philosophy of Technology
The Ellul excerpt centers on contextualizing the setting for his argument and defining key ideas. He begins strategically by claiming that no total account of technology, or what he calls technique, is possible. Ellul defines technique thus: "[T]echnique is the totality of methods rationally arrived at and having absolute efficiency (for a given stage of development) in every field of human activity" (182). Shortly thereafter, Ellul acknowledges that he, too, is involved in a technological civilization, and thus his perspective is biased (183). Then he claims that he has not set out to prove anything (183). Ellul continues hedging his position and states that his work centers on collective, not individual, mechanisms. The only role of the historical past is for comparison. Once he completes his hedging, he warns the reader not to be fatalistic; his conclusions are only probable if the populations do not respond and change their current course.
Ellul offers no solution, and he claims that no solution offered as yet to the challenge of technique is viable. Earlier solutions he dismisses as fanciful or simplistic. These will not work because, "Technique presents man with multiple problems" (185). The problems are complex and require complex solutions. Ironically, the individual man whose life Ellul cannot account for is then held accountable and, according to Ellul, is the potential source of the solution: "Each man must make this effort [to overcome technological determinants] in every area of life, in his profession and in his social, religious, and family relationships" (185). Resisting technological determination not only helps humanity avoid the oncoming problems Ellul will describe in his book, but is also an expression of personal freedom for Ellul defines freedom as not inherent; rather, "[F]reedom consists in overcoming and transcending these determinisms" (185). Thus, the solution Ellul provides appears to be one of individually designed resistance to technological determinism.
5369/ Bunge/ Ch 15 Reading Response
Gregory Zobel
Chapter 15
Mario Bunge: Philosophical Inputs and Outputs of Technology
Mario Bunge argues that technology is philosophical because of the nature of technological research and technological research planning and development (172-3). He also argues that technology is philosophical because of its location in material, social, conceptual, and general realms. After claiming that technology is philosophical, he defines technology as "[T]hat field of research and action that aims at the control or transformation of reality whether natural or social" (173). Given this definition of technology and its presence in all of the arenas, it has a significant impact upon daily life and experience; as such, the creation and application of such tools are inherently philosophical.
Bunge asserts that most technological ideas, and hence the core of its philosophy, can be found in the policy and decision making processes and in research (174). Technology's research methodology is similar to that of science, and both are goal-oriented, but the author states that science is centered on knowing truth while technology seeks out useful truth. Bunge then elaborates upon the shared hypotheses and epistemologies of science and technology.
The core of Bunge's argument that technology is inherently philosophical is located in the middle of the article. He claims that technological theories' concern for generic traits of systems, the stuff-free nature of the theories, and the theories untestable nature without further work make those theories technological and ontological. This position is developed by Bunge's presentation of two value-oriented theories which arose from technology: value theory and utility theory (177). He then links technology to two classic philosophical arenas, ethics and the law, by discussing how technology's use of norms could benefit both areas. As he states, "Technology can thus act as a methodological model for the normative sciences, in particular ethics" (179).
Having located technology's philosophical source, defined technology, and linked it to philosophical tradition, Bunge brings the article to conclusion by asserting that technology is not neutral. He argues that it has been a tool used and abused by various ideologies (180). As such, he claims that technology needs to develop its own ethics. As an integral part of contemporary culture, technology's philosophical impact cannot be safely ignored.
Chapter 15
Mario Bunge: Philosophical Inputs and Outputs of Technology
Mario Bunge argues that technology is philosophical because of the nature of technological research and technological research planning and development (172-3). He also argues that technology is philosophical because of its location in material, social, conceptual, and general realms. After claiming that technology is philosophical, he defines technology as "[T]hat field of research and action that aims at the control or transformation of reality whether natural or social" (173). Given this definition of technology and its presence in all of the arenas, it has a significant impact upon daily life and experience; as such, the creation and application of such tools are inherently philosophical.
Bunge asserts that most technological ideas, and hence the core of its philosophy, can be found in the policy and decision making processes and in research (174). Technology's research methodology is similar to that of science, and both are goal-oriented, but the author states that science is centered on knowing truth while technology seeks out useful truth. Bunge then elaborates upon the shared hypotheses and epistemologies of science and technology.
The core of Bunge's argument that technology is inherently philosophical is located in the middle of the article. He claims that technological theories' concern for generic traits of systems, the stuff-free nature of the theories, and the theories untestable nature without further work make those theories technological and ontological. This position is developed by Bunge's presentation of two value-oriented theories which arose from technology: value theory and utility theory (177). He then links technology to two classic philosophical arenas, ethics and the law, by discussing how technology's use of norms could benefit both areas. As he states, "Technology can thus act as a methodological model for the normative sciences, in particular ethics" (179).
Having located technology's philosophical source, defined technology, and linked it to philosophical tradition, Bunge brings the article to conclusion by asserting that technology is not neutral. He argues that it has been a tool used and abused by various ideologies (180). As such, he claims that technology needs to develop its own ethics. As an integral part of contemporary culture, technology's philosophical impact cannot be safely ignored.
Saturday, August 29, 2009
"Facebook Exodus" article via Wordle
Every time I cut & paste Wordle code, it never links. So I have to use this link.
Notes to Self
Get lists of award winning TC articles -> download pdfs -> put into portfolio
Extract list of abstracts -> compile into reading list -> review
Possible research topic:
poll graduate students in TC about their awareness of usability, accessibility, and disability issues/studies to get a sense of the field
where does DS belong in TC?
induction vs. deduction
how has protocol been viewed as technology
information design
writing a lit review
habermas
heidegger
Extract list of abstracts -> compile into reading list -> review
Possible research topic:
poll graduate students in TC about their awareness of usability, accessibility, and disability issues/studies to get a sense of the field
where does DS belong in TC?
induction vs. deduction
how has protocol been viewed as technology
information design
writing a lit review
habermas
heidegger
Baehr 5371 CW Ch 1 & 2 notes
CW Ch 1 Connors
4
technical writer vs. technician who write
tech wtg teachers vs. tchr in a technical discipline who teaches writing
5
late 19th century rse in engineering schools
5-6
circa 1900: complaints re: wrtg quality
6
Earle: 3 starred key points TYPE UP
cultural split
7
1910-20 Basic TW curriculum developed
8
many Ts of TW in Eng depts were not interested in being there
Eng depts. critted tech colleagues
8-9
1920s TW growing
txts; Ts who saw self as TW Ts
10
depression hit field 1930s
still low status for TW folks
1930s: tech forms approach popular w/teachers
field grows, status static
12
during WW2, tech report writing became a job
corps liek GM opened up TW depts
12-13
forms, genre grows
13
STW formed
1954 Mill's & Walter's TW: rhet approach; does it work?
14
50s-60s
more audience awareness; TW moves beyond engineering
still no academic respect; Sputnik 1957 increased respect/status of TW for a period
15
R. Hays & W. E. Britton def of TW GET QUOTE
professionalism/ self-awareness gorwing
prof/academic respect NOT growing: mostly grad Ss & low-level faculty teaching it
16
proposal writing became a more serious form
late 60s: Engineering Ss numbers shrank & TW classes shrank
16
JTWC started in 1970
1971 Hbk of TW practitioners
1973 ATTW formed
1976 MLA recognized TW
Industry still needed specialists
17
1970s growth in classes/texts
1980s scholarship is thriving
Ch 2
20
GET Winterowd's Comp/Rhet: synth for TW teacher
21
what TW is GET QUOTE
parts of TW: lrng to think well AND be useful to others
22
TW needs to associate more w/liberal education
focus on better contextualization of the discipline
23
being & knowing over doing & willing
QUintillian: character precedes action
Bacon: induction
24
Thomas Huxley: applied science & tech needs pure science
25-6
TC can't afford to exaggerate the importance or perfection of science
27
history of scientific community: 17th century mails; experiments; small group of men
1881 in Britain: technical education opened up
1862 in US: Morrill Act: land grant colleges
28
remembering & ujnderstanding history of TW enables use of strengths & to cut dead weight
writing creates its own version of reality
28-29
tw: produce writing that accomodates technology to user
29
TC puts knowledge into practice
30
just as important to master craft is to work well with others
TC as collaboration
Geertz: culture as a set of control mechanisms
=don't get lost in idea of culture--it's a big diea
31
rtrn TC to rhetoric & liberal arts
32
be articulate citizens
use rhetoric in an active life/living
4
technical writer vs. technician who write
tech wtg teachers vs. tchr in a technical discipline who teaches writing
5
late 19th century rse in engineering schools
5-6
circa 1900: complaints re: wrtg quality
6
Earle: 3 starred key points TYPE UP
cultural split
7
1910-20 Basic TW curriculum developed
8
many Ts of TW in Eng depts were not interested in being there
Eng depts. critted tech colleagues
8-9
1920s TW growing
txts; Ts who saw self as TW Ts
10
depression hit field 1930s
still low status for TW folks
1930s: tech forms approach popular w/teachers
field grows, status static
12
during WW2, tech report writing became a job
corps liek GM opened up TW depts
12-13
forms, genre grows
13
STW formed
1954 Mill's & Walter's TW: rhet approach; does it work?
14
50s-60s
more audience awareness; TW moves beyond engineering
still no academic respect; Sputnik 1957 increased respect/status of TW for a period
15
R. Hays & W. E. Britton def of TW GET QUOTE
professionalism/ self-awareness gorwing
prof/academic respect NOT growing: mostly grad Ss & low-level faculty teaching it
16
proposal writing became a more serious form
late 60s: Engineering Ss numbers shrank & TW classes shrank
16
JTWC started in 1970
1971 Hbk of TW practitioners
1973 ATTW formed
1976 MLA recognized TW
Industry still needed specialists
17
1970s growth in classes/texts
1980s scholarship is thriving
Ch 2
20
GET Winterowd's Comp/Rhet: synth for TW teacher
21
what TW is GET QUOTE
parts of TW: lrng to think well AND be useful to others
22
TW needs to associate more w/liberal education
focus on better contextualization of the discipline
23
being & knowing over doing & willing
QUintillian: character precedes action
Bacon: induction
24
Thomas Huxley: applied science & tech needs pure science
25-6
TC can't afford to exaggerate the importance or perfection of science
27
history of scientific community: 17th century mails; experiments; small group of men
1881 in Britain: technical education opened up
1862 in US: Morrill Act: land grant colleges
28
remembering & ujnderstanding history of TW enables use of strengths & to cut dead weight
writing creates its own version of reality
28-29
tw: produce writing that accomodates technology to user
29
TC puts knowledge into practice
30
just as important to master craft is to work well with others
TC as collaboration
Geertz: culture as a set of control mechanisms
=don't get lost in idea of culture--it's a big diea
31
rtrn TC to rhetoric & liberal arts
32
be articulate citizens
use rhetoric in an active life/living
Carter Red Reader Tech intro notes
from the anthology
170
scientific method taken for granted in analytic perspectives
contintental phil. often suspicious/critical of technology; often retain a larger, more holistic vision of technology
Bunge from Popper--anti-social construction
Technology has given us pragmatism; Bunge critiques pragmatism
171
Ellul holistic, descriptive
GOOD QUOTE
technology as a process vs. being an object/item
the most urgent philosophical need: avert disaster
170
scientific method taken for granted in analytic perspectives
contintental phil. often suspicious/critical of technology; often retain a larger, more holistic vision of technology
Bunge from Popper--anti-social construction
Technology has given us pragmatism; Bunge critiques pragmatism
171
Ellul holistic, descriptive
GOOD QUOTE
technology as a process vs. being an object/item
the most urgent philosophical need: avert disaster
Rickly Hughes Hayhoe Ch 1-3 notes
Ch1
Summary on pg 16
3
research should inform practical decisions
avoid abstraction wars--free for alls-by requiring specific supporting proof
4
action science: building a ladder of inference
research: linking actions, decision, or advocacy to observable data
research: systematic collection and analysis of observations fo rthe purpose of creating new knowledge that can inform actions and decision
traits of research: systematic; collection & analysis of data; creates new knowledge; informs actions & decisions
5
concept of research carries assumption that knowledge created is applicable at generalized level and repeatable multiple times
"research must ultimately articulate generalized truths from specific instrances"
Scientific Method: observation; hypothesis; prediction; experiment
6
research goals filter design & interpretation of research & data
6-7
kinds of research goals: theoretical; empirical; intepretivist; PoMO; developmental; evaluative
10-11
Research Methods: quant, qual, critical theory; lit review; mixed methods
14
sources of research: industry; academy; prof. societies; gov't
15
hierarchies of publications: open -> editor -> refereed
Ch 2
(no summary at end)
20-24
Structure of Research Report
statement of research problem: gives background, goals for this spec. research, research ?
25-30
Phases of Research Project
ID R goal; form research ?; review lit; design study; get approvals; collect data; analyze data; report results
review of lit: established scope of prior research; educate reader; ground researcher's premises in data
description of methodology:
name method: quant, qual, crit theory, lit review, mixed metho
describe data collection
describe sample & sample selection process
describe data analysis tech
analysis of data
conclusion
Defining Goal & Research Questions 31-34
Ideas from Lit: can research be updated/ narrowed/ broadened; challenged
Ideas from Real-life problems
Ch 3
Summary on 54
Reviewing the Lit
38
primary research: formulating & testing hypothesis
secondary: draw on previous reports/research
39-40
Purpose of lit review: discover what's been done; ID gaps in research; educate readers; establish credibility
40-50
conducting the lit review
Gather sources
describe & evaluate sources--both should be in the LR
descrip has all essential info about book & be 100-250 words
evaluative 50-100 words
50-51
AB is a list of sources on topic
LR prepared for an audience; often part of research section of paper
51-2
preparing LR: define purpose & audience; organize effectively; determine appropriate detail level
Summary on pg 16
3
research should inform practical decisions
avoid abstraction wars--free for alls-by requiring specific supporting proof
4
action science: building a ladder of inference
research: linking actions, decision, or advocacy to observable data
research: systematic collection and analysis of observations fo rthe purpose of creating new knowledge that can inform actions and decision
traits of research: systematic; collection & analysis of data; creates new knowledge; informs actions & decisions
5
concept of research carries assumption that knowledge created is applicable at generalized level and repeatable multiple times
"research must ultimately articulate generalized truths from specific instrances"
Scientific Method: observation; hypothesis; prediction; experiment
6
research goals filter design & interpretation of research & data
6-7
kinds of research goals: theoretical; empirical; intepretivist; PoMO; developmental; evaluative
10-11
Research Methods: quant, qual, critical theory; lit review; mixed methods
14
sources of research: industry; academy; prof. societies; gov't
15
hierarchies of publications: open -> editor -> refereed
Ch 2
(no summary at end)
20-24
Structure of Research Report
statement of research problem: gives background, goals for this spec. research, research ?
25-30
Phases of Research Project
ID R goal; form research ?; review lit; design study; get approvals; collect data; analyze data; report results
review of lit: established scope of prior research; educate reader; ground researcher's premises in data
description of methodology:
name method: quant, qual, crit theory, lit review, mixed metho
describe data collection
describe sample & sample selection process
describe data analysis tech
analysis of data
conclusion
Defining Goal & Research Questions 31-34
Ideas from Lit: can research be updated/ narrowed/ broadened; challenged
Ideas from Real-life problems
Ch 3
Summary on 54
Reviewing the Lit
38
primary research: formulating & testing hypothesis
secondary: draw on previous reports/research
39-40
Purpose of lit review: discover what's been done; ID gaps in research; educate readers; establish credibility
40-50
conducting the lit review
Gather sources
describe & evaluate sources--both should be in the LR
descrip has all essential info about book & be 100-250 words
evaluative 50-100 words
50-51
AB is a list of sources on topic
LR prepared for an audience; often part of research section of paper
51-2
preparing LR: define purpose & audience; organize effectively; determine appropriate detail level
Friday, August 28, 2009
Rickly MacNealy Ch 1 & 3 notes
Chapter 1
1-2
WW II impact on writing
manuals needed for proper operation of gear
influx of GIs into higher ed
4
Rsrch improves communication, builds image of a discipline
6
library based research:
efforts in personal/institutional libraries
empirical:
describes/measures observable pheonomena in a systematic way
planned in advance
8
Empirical often reports method; library doesn't
empirical conducts own research; library compares other people's research
Lore: knowledge that works
11
theory: a belief that is basis for actions
foundational
provides connections/explanations
links mental constructs & observable phenomena
stimulates research
an effective foundation for solving problems
12
research stimluated by 4 kinds of dissonance
clash between beliefs
expectations violated
gap in knowledge
unnotice connections between 2 phenomena
Chapter 3
35
empirical research: "recorded observations of events"
36
ER's biggest advantage: power to persuade
Biggest Disadvantages to ER
36-37
Distrust of numbers/ "numbers can lie"
counter: reduce amount of numbers used
counter: reproducible studies
37
Distrust of researchers/ "find what they're looking for"
38 counter: describe methodology
counter: display awareness of potential bias
38-9
Distrust of Empirical Methods/ "not real world"
counter: use caveats & hedges
39
High costs: time & money
counter: plan carefully
counter: if results counter-intuitive, reexamine them
40-41
Essential characteristics of Empirical Research
planned in advance
data are collected systematically
collected data produces a boddy of evidence that others can examine
41
Purposes & Design principles
Empirical Research oft focuses on these questions:
what details best describe some thing, person, group
qualitative usually used
to what degree are 2 phenomena related
quantitative usually used & qual may be useful
is there a causal relationship
41-42
when collecting/measuring data, remember 2 things
all instruments of measurement are imprecise
control confounding variables
Empirical Research's common categories
42
qualitative: interviews, ethnographeis
43
quantitative
Classification by Data source:
44 Historical studies: work with archives
44 Descriptive studies: preserve natural setting
45-46 Experimental studies: control variables; compare control w/tested group
46-47 meta analysis: integrate data from multiple researchers
Classification by Research Purpose
47-48 Basic research: curiosity; long range goals
48 Applied research: question of immediate concern in a specific area
48 Evaluative: evaluate a procedure or product
49 developmental/instrumental research: build/develop new product
49 action research: find answers while influencing subjects @ same time
1-2
WW II impact on writing
manuals needed for proper operation of gear
influx of GIs into higher ed
4
Rsrch improves communication, builds image of a discipline
6
library based research:
efforts in personal/institutional libraries
empirical:
describes/measures observable pheonomena in a systematic way
planned in advance
8
Empirical often reports method; library doesn't
empirical conducts own research; library compares other people's research
Lore: knowledge that works
11
theory: a belief that is basis for actions
foundational
provides connections/explanations
links mental constructs & observable phenomena
stimulates research
an effective foundation for solving problems
12
research stimluated by 4 kinds of dissonance
clash between beliefs
expectations violated
gap in knowledge
unnotice connections between 2 phenomena
Chapter 3
35
empirical research: "recorded observations of events"
36
ER's biggest advantage: power to persuade
Biggest Disadvantages to ER
36-37
Distrust of numbers/ "numbers can lie"
counter: reduce amount of numbers used
counter: reproducible studies
37
Distrust of researchers/ "find what they're looking for"
38 counter: describe methodology
counter: display awareness of potential bias
38-9
Distrust of Empirical Methods/ "not real world"
counter: use caveats & hedges
39
High costs: time & money
counter: plan carefully
counter: if results counter-intuitive, reexamine them
40-41
Essential characteristics of Empirical Research
planned in advance
data are collected systematically
collected data produces a boddy of evidence that others can examine
41
Purposes & Design principles
Empirical Research oft focuses on these questions:
what details best describe some thing, person, group
qualitative usually used
to what degree are 2 phenomena related
quantitative usually used & qual may be useful
is there a causal relationship
41-42
when collecting/measuring data, remember 2 things
all instruments of measurement are imprecise
control confounding variables
Empirical Research's common categories
42
qualitative: interviews, ethnographeis
43
quantitative
Classification by Data source:
44 Historical studies: work with archives
44 Descriptive studies: preserve natural setting
45-46 Experimental studies: control variables; compare control w/tested group
46-47 meta analysis: integrate data from multiple researchers
Classification by Research Purpose
47-48 Basic research: curiosity; long range goals
48 Applied research: question of immediate concern in a specific area
48 Evaluative: evaluate a procedure or product
49 developmental/instrumental research: build/develop new product
49 action research: find answers while influencing subjects @ same time
Rickly Wk 2 notes STC grant/ Hayhoe Ed/ Wollman Res
STC research grant
51-2 "promote
awareness of the latest trends and technology in the field, and provide
innovative services for the education and professional development of
its members"
$10 k/ 1 year/ produce a paper/ 1 time projects/ members & non-members
research defined: "a controlled activity through which you can learn and
communicate new information to the STC membership."
51-3 process/deadlines
51-4 required sections
funding approval process: concise overview
2 page narrative
prob stmt
lit gap
relate work to ongoing research
expectations from study
summarized expenses
51-5 2 pg CV
51-5 full grant proposal sections
cover
TOC
Abstract
Prob stmt
51-6 lit review
expectations/hypotheses/assumptions
stmt of benefits
objective/research methods
51-7 facilities
deliverables & progress reports
51-8 milestone schedule
cost breakdown
51-9 qualifications/ bibliography
Criteria for evaluating proposals
background/ strength of design/ proposal
51-10 budget/ personal
51-10 Recommendation Process
Researcher's Responsibilities
Attachments: suggested research topics & forms
Hayhoe: Needed Research
141
"we need to investigate how such factors as audience, purpose, rhetorical patterns, and
document design in the rest of the world differ from what we are accustomed
to."
global audience/cultural awareness
what needs do Asian consumers/customers have/need
don't take purpose of documents for granted
need to know how cultures respond to help/ documents differently
142
in different cultures, reports do more than just prove facts
build relationships
establish authority
rhetorical patterns
structures of arguments/reasoning/explanation should adapt to the cultureal expectations
need to learn more about what these patterns are & how to meet them
document design
past focus of research on western readers & creators
not non-Roman alph readers or right-to-left readers
asdf
Wollman: Does Anybody Really Care?
311
"literacy is a process that simultaneously
draws upon and (re)creates social resources
for thinking and communication.
Writing entails revoicing by
appropriating and recontextualizing
social forms and functions for text"
312
"I think we researchers may be far more adept at
posing research questions than we are at
asking ourselves this more fundamental
question about our work and its impact
on others personally and on educational
practice in general."
frame research as a service
313
text as a snapshot
epistimologies of research & practice are very different
philosophy as means of study or means to action
is it really a binary?
314
"Research
even takes on a voice with which
teachers must contend."
Research is often foisted upon teachers.
315
contextualized topics growing out of the classroom vs. decontextualized topics pulled from a book/manual
how can you be of service when your research interest does not meet immediate demands/goals of standards based education (or other similar conundrums)
316
research articles can be applied/leveraged in a variety of way s
"we must free ourselves from the
grip of writing process orthodoxies."
"I suggest that elementary educators should guide children to
write as writing is used to think, solve problems, and get things done in our
world—to write as social practice. This is the only way to empower all children,
regardless of sociocultural and linguistic background, to use writing to participate
in society and to assure they have the linguistic-cultural capital to generate
new genres and, more broadly, to fashion less oppressive social structures.
To put this another way, we must get past the primacy of the personal, so
privileged in writing process approaches, and connect the personal to the public,
to what is socially meaningful and purposeful, if we are to give children
genuine voice and agency as writers."
317
when you do research, there is not a guarantee that the results won't be twisted
Delpit's research
318
educators centering on values/issues which are often not the goal of the project
family literacy vs. grammar errors
assumptions that all kids should seek middle class jobs
319
"Not only is research opportunistically embraced and facilely reinterpreted
when it is useful to policy makers or politicians who may not trust teachers
and children, or who approach them with patronizing good intentions; even
when educators care about research and its classroom application, they may
distort research findings as they attempt to enact them, resulting in what Dewey
would call miseducative experiences (1938)."
320
must ask who will be affected by our research and how
try and let research sprout from interests
321
often researchers can miss practical issues
322
use research as a way to see what is possible or desirable
323
research as social action by witnessing and documenting what is going on
324
research as service: enacting caring
don't do work that will hurt kids
"Research as praxis means that theory and practice, action
and deliberate reflection, meet in a dialogical relationship in the process of
carrying out any inquiry, not just in the research report. Such research is not
only grounded in, but is also intricately intertwined with practice, with teachers’
work and thinking."
"It will not be imposed on school people but engaged in
with and for participants. It will not use classrooms, teachers, children, and families
as spaces to do research but, I believe, it will reflect researchers’ caring
for and openness to all connected to and impacted by their work. It may,
therefore, represent research as service."
51-2 "promote
awareness of the latest trends and technology in the field, and provide
innovative services for the education and professional development of
its members"
$10 k/ 1 year/ produce a paper/ 1 time projects/ members & non-members
research defined: "a controlled activity through which you can learn and
communicate new information to the STC membership."
51-3 process/deadlines
51-4 required sections
funding approval process: concise overview
2 page narrative
prob stmt
lit gap
relate work to ongoing research
expectations from study
summarized expenses
51-5 2 pg CV
51-5 full grant proposal sections
cover
TOC
Abstract
Prob stmt
51-6 lit review
expectations/hypotheses/assumptions
stmt of benefits
objective/research methods
51-7 facilities
deliverables & progress reports
51-8 milestone schedule
cost breakdown
51-9 qualifications/ bibliography
Criteria for evaluating proposals
background/ strength of design/ proposal
51-10 budget/ personal
51-10 Recommendation Process
Researcher's Responsibilities
Attachments: suggested research topics & forms
Hayhoe: Needed Research
141
"we need to investigate how such factors as audience, purpose, rhetorical patterns, and
document design in the rest of the world differ from what we are accustomed
to."
global audience/cultural awareness
what needs do Asian consumers/customers have/need
don't take purpose of documents for granted
need to know how cultures respond to help/ documents differently
142
in different cultures, reports do more than just prove facts
build relationships
establish authority
rhetorical patterns
structures of arguments/reasoning/explanation should adapt to the cultureal expectations
need to learn more about what these patterns are & how to meet them
document design
past focus of research on western readers & creators
not non-Roman alph readers or right-to-left readers
asdf
Wollman: Does Anybody Really Care?
311
"literacy is a process that simultaneously
draws upon and (re)creates social resources
for thinking and communication.
Writing entails revoicing by
appropriating and recontextualizing
social forms and functions for text"
312
"I think we researchers may be far more adept at
posing research questions than we are at
asking ourselves this more fundamental
question about our work and its impact
on others personally and on educational
practice in general."
frame research as a service
313
text as a snapshot
epistimologies of research & practice are very different
philosophy as means of study or means to action
is it really a binary?
314
"Research
even takes on a voice with which
teachers must contend."
Research is often foisted upon teachers.
315
contextualized topics growing out of the classroom vs. decontextualized topics pulled from a book/manual
how can you be of service when your research interest does not meet immediate demands/goals of standards based education (or other similar conundrums)
316
research articles can be applied/leveraged in a variety of way s
"we must free ourselves from the
grip of writing process orthodoxies."
"I suggest that elementary educators should guide children to
write as writing is used to think, solve problems, and get things done in our
world—to write as social practice. This is the only way to empower all children,
regardless of sociocultural and linguistic background, to use writing to participate
in society and to assure they have the linguistic-cultural capital to generate
new genres and, more broadly, to fashion less oppressive social structures.
To put this another way, we must get past the primacy of the personal, so
privileged in writing process approaches, and connect the personal to the public,
to what is socially meaningful and purposeful, if we are to give children
genuine voice and agency as writers."
317
when you do research, there is not a guarantee that the results won't be twisted
Delpit's research
318
educators centering on values/issues which are often not the goal of the project
family literacy vs. grammar errors
assumptions that all kids should seek middle class jobs
319
"Not only is research opportunistically embraced and facilely reinterpreted
when it is useful to policy makers or politicians who may not trust teachers
and children, or who approach them with patronizing good intentions; even
when educators care about research and its classroom application, they may
distort research findings as they attempt to enact them, resulting in what Dewey
would call miseducative experiences (1938)."
320
must ask who will be affected by our research and how
try and let research sprout from interests
321
often researchers can miss practical issues
322
use research as a way to see what is possible or desirable
323
research as social action by witnessing and documenting what is going on
324
research as service: enacting caring
don't do work that will hurt kids
"Research as praxis means that theory and practice, action
and deliberate reflection, meet in a dialogical relationship in the process of
carrying out any inquiry, not just in the research report. Such research is not
only grounded in, but is also intricately intertwined with practice, with teachers’
work and thinking."
"It will not be imposed on school people but engaged in
with and for participants. It will not use classrooms, teachers, children, and families
as spaces to do research but, I believe, it will reflect researchers’ caring
for and openness to all connected to and impacted by their work. It may,
therefore, represent research as service."
Rickly IRB forms notes
Claim for Exemption
can't start collecting data until claim is approved
Kids are way too hard
box 2: survey
aa: subject cann't be identified directly or through identifiers
box 3 b: they are recorded by investigator so that subjects can't be id
Consent form Example 1
Intro study/ name/ contact
Purpose of study
How it's constructed
question/warning
compensation for study
what happens to data
free will--no obligation
any questions
Consent form Ex 2
invitation/ who's running it/ contact info
purpose
explanation
summary
risks
benefits
confidentiality
rights & consent
contact information
if injury caused
Consent Form Instructions
2 steps: consent process & consent form
must have WHAT they'll be informed of
7th grade reading level
not to protect researcher
written in2nd person
no standard form; whatever format works best for participant's understanding
1 copy must be given to subject & 1 copy kept by researcher for 3 years past end of IRB approval
Cover Sheet
checklist
get PI contact info
Dr. Rickly
Expedited Review Form
minimal risk
1. drugs NOT
2. blood samples NOT
3. bio specimens NOT
4. data via non invasive (sensors, ekg, etc) NOT
5. involving materials (data, docs, records) for non-research purposes like treatment NOT
6. collection of data from voice, dig, vid, image--THINK SO--for res. purposes
7. group behavior using interview, oral, focus group quality assumrance WHAT ABOUT SURVEY?
OHRPR regs
pg 2 how regs apply & to whom
pg 3 46.102 def of research & other terms
pg 4 have IRBs so people follow rules
pg 5 IRB membership, functions, & review of RSRCH
pg 5 process for expedited review & criteria for approval of RSRCH
This IS important
pg 6 cooperative research/ IRB records/ gen req for informed consent
important in terms of structure
looks/reads much like a rules/pattern for writing the doc
pg 7 Doc of informed consent/ apps lacking plans to involve humans
pg 8 Rsrch supported by a Fed Dept/ Agnecy/ Fed Funds
pg 8-10 pregnant women, fetuses, neonates in research
pg 10-11 prisoners
pg 11-12 children
Proposal Format
Rationale
Subjects
Procedures
Adverse events/liability
Consent
Attachments
Required Elements
checklist
specific statements that must be present
Short Form Consent
used when investigator can't be sure that a signed consent is understood well enough
more relevant to complex surveys research and/or ones related to health
Waiver of Written Consent: this seems viable/useful
usable if only record in research is the consent form & greatest potential harm is loss of confidentiality
Waiver or Alteration
waiver/alteration of consent requires specific findings
justification should be self-eficent
1 minimal risk to subjects
2. waiver does not neg impact rights/welfare of subjects
3. research cannot be done without waiver/alteration
4. if pertinent, subs will get more information
can't start collecting data until claim is approved
Kids are way too hard
box 2: survey
aa: subject cann't be identified directly or through identifiers
box 3 b: they are recorded by investigator so that subjects can't be id
Consent form Example 1
Intro study/ name/ contact
Purpose of study
How it's constructed
question/warning
compensation for study
what happens to data
free will--no obligation
any questions
Consent form Ex 2
invitation/ who's running it/ contact info
purpose
explanation
summary
risks
benefits
confidentiality
rights & consent
contact information
if injury caused
Consent Form Instructions
2 steps: consent process & consent form
must have WHAT they'll be informed of
7th grade reading level
not to protect researcher
written in2nd person
no standard form; whatever format works best for participant's understanding
1 copy must be given to subject & 1 copy kept by researcher for 3 years past end of IRB approval
Cover Sheet
checklist
get PI contact info
Dr. Rickly
Expedited Review Form
minimal risk
1. drugs NOT
2. blood samples NOT
3. bio specimens NOT
4. data via non invasive (sensors, ekg, etc) NOT
5. involving materials (data, docs, records) for non-research purposes like treatment NOT
6. collection of data from voice, dig, vid, image--THINK SO--for res. purposes
7. group behavior using interview, oral, focus group quality assumrance WHAT ABOUT SURVEY?
OHRPR regs
pg 2 how regs apply & to whom
pg 3 46.102 def of research & other terms
pg 4 have IRBs so people follow rules
pg 5 IRB membership, functions, & review of RSRCH
pg 5 process for expedited review & criteria for approval of RSRCH
This IS important
pg 6 cooperative research/ IRB records/ gen req for informed consent
important in terms of structure
looks/reads much like a rules/pattern for writing the doc
pg 7 Doc of informed consent/ apps lacking plans to involve humans
pg 8 Rsrch supported by a Fed Dept/ Agnecy/ Fed Funds
pg 8-10 pregnant women, fetuses, neonates in research
pg 10-11 prisoners
pg 11-12 children
Proposal Format
Rationale
Subjects
Procedures
Adverse events/liability
Consent
Attachments
Required Elements
checklist
specific statements that must be present
Short Form Consent
used when investigator can't be sure that a signed consent is understood well enough
more relevant to complex surveys research and/or ones related to health
Waiver of Written Consent: this seems viable/useful
usable if only record in research is the consent form & greatest potential harm is loss of confidentiality
Waiver or Alteration
waiver/alteration of consent requires specific findings
justification should be self-eficent
1 minimal risk to subjects
2. waiver does not neg impact rights/welfare of subjects
3. research cannot be done without waiver/alteration
4. if pertinent, subs will get more information
Spilka: Resarch Instruction/ Rickly Jr Rev
Spilka, Rachel
Practitioner Research Instruction: A Neglected Curricular Area in Technical Communication Undergraduate Programs
JBTC 2009; 23; 216
216
circa 65% UG programs in TC do minimal/no research training
217
given rsrch's importance in field, this neglects the vital role of research
practitioner research defined
"any type of research conducted by technical communicators
as part of either their routine or their specialized job responsibilities."
"this type of research as a core job activity"
217-18
methods:
collection of data in workplace
collection of info in libraries, databases, on internet
observations
interviews
surveys
focus groups
usability tests
experiments
218-219
"Practitioner research is so integral to communication in industry that it is difficult to imagine a technical communicator functioning well without doing research or knowing how to do research competently"
219
not having reseach skills is a professional disadvantage
219-220
in spite of industry's valuing of research, undergrad tching ignores it
221
even though many grad students get good research trng, most UGs do not return to do grad work, so if they are going to be trained in doing research for TC, it should happen in UG work
221-222
method description
analysis of websites
centered on 60
223
discussion of secondary research questions
looked at course descriptions & research methods offered
224
FINDINGS
Is the Word Research (or Are Related Words) Mentioned or
Featured in a Web Site Program Description?
rarely mentioned
may be present but not called research
may be used but not actually be present
225
Is Any Research Training Available in an Institution’s
Undergraduate Program?
only at 35%
225-226
If Research Training Is Available (in a Program or College), Is It
Available in Required Courses or in Electives?
figure on 227
227
What Types of Research Training and Courses Are Available in
Undergraduate Programs That Offer Some Research
Instruction?
list of varying & included research methods
228
examples of variation in research training
228-229
possible contributors to the problem
"Most practitioner research is invisible to academics"
discussed up thru 230
230
"Academics might assume that research is an advanced skill that belongs
in graduate training"
231
discussed further on
"Academics might lack knowledge about practitioner research and feel
unqualified to teach it."
"A variety of institutional constraints, in programs at the undergraduate
level in particular, can discourage academics from offering research
training"
231
Most UGs new to the field are often doing research w/in a few months of arrival
232
Suggested next steps
“The most important goal is to give research training more presence and
priority in an undergraduate program so that this critical area of instruction
is not ignored or underrepresented.”
Research is a fundamental part of what TCers do
ID ways to alter UG TC programs to fit this
233
Require UG research
Include a variety of methods as options
Try and have Ss conduct their own studies
Expose Ss to politics of research
234
Make research a priority
Practitioner Research Instruction: A Neglected Curricular Area in Technical Communication Undergraduate Programs
JBTC 2009; 23; 216
216
circa 65% UG programs in TC do minimal/no research training
217
given rsrch's importance in field, this neglects the vital role of research
practitioner research defined
"any type of research conducted by technical communicators
as part of either their routine or their specialized job responsibilities."
"this type of research as a core job activity"
217-18
methods:
collection of data in workplace
collection of info in libraries, databases, on internet
observations
interviews
surveys
focus groups
usability tests
experiments
218-219
"Practitioner research is so integral to communication in industry that it is difficult to imagine a technical communicator functioning well without doing research or knowing how to do research competently"
219
not having reseach skills is a professional disadvantage
219-220
in spite of industry's valuing of research, undergrad tching ignores it
221
even though many grad students get good research trng, most UGs do not return to do grad work, so if they are going to be trained in doing research for TC, it should happen in UG work
221-222
method description
analysis of websites
centered on 60
223
discussion of secondary research questions
looked at course descriptions & research methods offered
224
FINDINGS
Is the Word Research (or Are Related Words) Mentioned or
Featured in a Web Site Program Description?
rarely mentioned
may be present but not called research
may be used but not actually be present
225
Is Any Research Training Available in an Institution’s
Undergraduate Program?
only at 35%
225-226
If Research Training Is Available (in a Program or College), Is It
Available in Required Courses or in Electives?
figure on 227
227
What Types of Research Training and Courses Are Available in
Undergraduate Programs That Offer Some Research
Instruction?
list of varying & included research methods
228
examples of variation in research training
228-229
possible contributors to the problem
"Most practitioner research is invisible to academics"
discussed up thru 230
230
"Academics might assume that research is an advanced skill that belongs
in graduate training"
231
discussed further on
"Academics might lack knowledge about practitioner research and feel
unqualified to teach it."
"A variety of institutional constraints, in programs at the undergraduate
level in particular, can discourage academics from offering research
training"
231
Most UGs new to the field are often doing research w/in a few months of arrival
232
Suggested next steps
“The most important goal is to give research training more presence and
priority in an undergraduate program so that this critical area of instruction
is not ignored or underrepresented.”
Research is a fundamental part of what TCers do
ID ways to alter UG TC programs to fit this
233
Require UG research
Include a variety of methods as options
Try and have Ss conduct their own studies
Expose Ss to politics of research
234
Make research a priority
5372 Winsor Rdg Notes
Winsor
Engineering Writing/ Writing Engineering
341
acknolwedges lack of sci method
342
"knowledge is constructed in the interplay between nature and the symbol systems we use to structure & interpret it (references Bazerman).
engineers often seen texts as just write-ups of other info
study focuses on the writing patterns of an individual experienced PhD engineer
343
texts are interpreted in order to become engineering knowledge (quote)
refers to Latour & how objective of lab research is to generate documents/inscription
"[T]he textual construction of knowledge is social in nature because each document must convince other people of its validity in order to be accepted as knowledge."
"For the technologies, writing is a means to the end of producing an object. Knowledge is built for this end, rather than valued for itself."
Winsor argues that while it is not final product, it is way that knowledge is created
344
papers often draw not on lab results but on the reports others have written up
documents produced by looking at other documents
document authority is not same as usefulness
345
graphs as compared to visual texts
both are important
written texts are present throughout entire process
345-346
knowledge of the document is considered to be knowledge of the thing
believing the document as valuable as knowiing the thing is akin to confusing the sign for the signaled, no?
346
Eng. see reports as means to present facts while the author argues they are a means of generating a community, profession, and knowledge
inclusion of recommendations in spite of it being to lat as example (247)
347
structure of reports & inclusion of additional material is often not for other readers
more to match their own ideas/notions of self/performance of their role
348
in the creation of self through text, the communities have a stake in what the members do as well
349
writing is what engineers do
engineers often resist idea that writing mediates what they do
scientists do not have a special way of knowing; instead, they use means, writing, open to the rest of us
all knowledge is mediated
Engineering Writing/ Writing Engineering
341
acknolwedges lack of sci method
342
"knowledge is constructed in the interplay between nature and the symbol systems we use to structure & interpret it (references Bazerman).
engineers often seen texts as just write-ups of other info
study focuses on the writing patterns of an individual experienced PhD engineer
343
texts are interpreted in order to become engineering knowledge (quote)
refers to Latour & how objective of lab research is to generate documents/inscription
"[T]he textual construction of knowledge is social in nature because each document must convince other people of its validity in order to be accepted as knowledge."
"For the technologies, writing is a means to the end of producing an object. Knowledge is built for this end, rather than valued for itself."
Winsor argues that while it is not final product, it is way that knowledge is created
344
papers often draw not on lab results but on the reports others have written up
documents produced by looking at other documents
document authority is not same as usefulness
345
graphs as compared to visual texts
both are important
written texts are present throughout entire process
345-346
knowledge of the document is considered to be knowledge of the thing
believing the document as valuable as knowiing the thing is akin to confusing the sign for the signaled, no?
346
Eng. see reports as means to present facts while the author argues they are a means of generating a community, profession, and knowledge
inclusion of recommendations in spite of it being to lat as example (247)
347
structure of reports & inclusion of additional material is often not for other readers
more to match their own ideas/notions of self/performance of their role
348
in the creation of self through text, the communities have a stake in what the members do as well
349
writing is what engineers do
engineers often resist idea that writing mediates what they do
scientists do not have a special way of knowing; instead, they use means, writing, open to the rest of us
all knowledge is mediated
Thursday, August 27, 2009
Lit Review & Paper Themes
I have done some preliminary research and thinking about some of the different topics I am interested in exploring, and the similarity in the assignments--lit reviews and papers--offers a good chance for me to explore the eclectic that I have in some potentially interesting ways.
For example, the discourse around protocol as method or technology in Galloway & Thacker interests me. That seems like a pretty theoretical approach, and I think that would operate well for Joyce's class.
For Barker's reports, the genetic engineering IPO report genre appears to be the most viable. I am curious around the language, rhetoric, and representation of science in those reports since they are able to persuade people to give millions of dollars to a start-up company, so that is pretty fascinating.
Baehr's class has me at a bit of a loss, but I know that I want to focus on information organization. In class, he suggested that I look into the publication management class, but I do not know that I will have time for that. However, I wonder if it is possible to look at the use of flow or organizational charts in information design or knowledge creation. This interests me for two reasons: first, I like the entire process/discourse surrounding knowledge creations; second, I think that I could use those kinds of charts/maps in order for me to better understand my own writing and thinking process.
Rickly's class and those research classes still throw my thinking, but I regard that as a good thing. Honestly, if I felt on the ball everywhere, I'd be a bit concerned. As it sits, I feel a great deal of comfort and payoff for spending hours in the library, doing lots of thinking and research, and engaging in a variety of puttering around. That extra 15-25 hours of thinking has helped.
Lest there be any oversight or omission, the nearly three hours talking to Sean, the almost two hours with Brian, and then the six pints of Guinness & Irish Car Bomb while chatting with colleagues and Joyce all helped. That kind of rigorous exchange and engagement is addicting and very, very productive. I am not sure what will result from all of that, but I know that it has forced me to think in different ways.
For example, the discourse around protocol as method or technology in Galloway & Thacker interests me. That seems like a pretty theoretical approach, and I think that would operate well for Joyce's class.
For Barker's reports, the genetic engineering IPO report genre appears to be the most viable. I am curious around the language, rhetoric, and representation of science in those reports since they are able to persuade people to give millions of dollars to a start-up company, so that is pretty fascinating.
Baehr's class has me at a bit of a loss, but I know that I want to focus on information organization. In class, he suggested that I look into the publication management class, but I do not know that I will have time for that. However, I wonder if it is possible to look at the use of flow or organizational charts in information design or knowledge creation. This interests me for two reasons: first, I like the entire process/discourse surrounding knowledge creations; second, I think that I could use those kinds of charts/maps in order for me to better understand my own writing and thinking process.
Rickly's class and those research classes still throw my thinking, but I regard that as a good thing. Honestly, if I felt on the ball everywhere, I'd be a bit concerned. As it sits, I feel a great deal of comfort and payoff for spending hours in the library, doing lots of thinking and research, and engaging in a variety of puttering around. That extra 15-25 hours of thinking has helped.
Lest there be any oversight or omission, the nearly three hours talking to Sean, the almost two hours with Brian, and then the six pints of Guinness & Irish Car Bomb while chatting with colleagues and Joyce all helped. That kind of rigorous exchange and engagement is addicting and very, very productive. I am not sure what will result from all of that, but I know that it has forced me to think in different ways.
Projects for the Coming Term
I've been attempting to organize my thinking/planning for the coming term. Three of my classes fall into similar patterns. Rickly's doesn't, and that's a good thing--it will keep me on my toes. The other three classes, however, each require larger written projects and literature reviews. I figured if I broke them down, then I could see when and how they were happening. Makes sense to my mind. So, with no further delay, here they are!
Lit Review/Annotated Bib
Barker: Oct 6 (topic & bib list)/ Oct 15 (draft)/ Nov 12 (final)
Baehr: Nov 10 2,000 words, 20 sources in last 5 years
Carter: Nov 20 circa 12 sources @ 2-400 words/each
Papers
Barker: Sept 22 (draft)/ Oct 1 (final) Analytical Report 8-10 pages
Barker: Nov 12 (draft)/ Nov 24 (draft)/ Dec 1 (Final) Report for Decision Makers
Baehr: Dec 1 2,500-3,000
Carter: Dec 7 6,000
Lit Review/Annotated Bib
Barker: Oct 6 (topic & bib list)/ Oct 15 (draft)/ Nov 12 (final)
Baehr: Nov 10 2,000 words, 20 sources in last 5 years
Carter: Nov 20 circa 12 sources @ 2-400 words/each
Papers
Barker: Sept 22 (draft)/ Oct 1 (final) Analytical Report 8-10 pages
Barker: Nov 12 (draft)/ Nov 24 (draft)/ Dec 1 (Final) Report for Decision Makers
Baehr: Dec 1 2,500-3,000
Carter: Dec 7 6,000
Online Portfolio for 5371
I decided to try setting up a wiki for my online portfolio for Baehr's class. I've always wanted to play around with wikis, but I've never really had the chance. Now, after a half hour or so of putzing around, I have a rough framework. Thus far, I like the framework.
This is my effort so far.
This is my effort so far.
Kemp's Top Ten Thinkers
Last spring, I asked Fred who he thought the top ten thinkers were. I just wanted to know because Geertz and Lanham are mind-blowing. I figured, if FK dropped those bombs in my lap, I'd be happy to encounter a few more.
Here's the list he shared with me:
I'm posting it here because I keep going back to this and am afraid I'll lose track.
Here's the list he shared with me:
Besides Geertz and Lanham, I would include Seymour Papert (Mindstorms), Nicholas Negroponte (Being Digital), Ilya Prigogene (The End of Certainty), Jerome Bruner (Actual Minds, Possible Worlds), Richard Rorty (Philosophy and the Mirror of a Nature), Thomas Kuhn (The Structure of Scientific Revolutions), Wayne Booth (The Rhetoric of Rhetoric), and Katherine Hayles (Writing Machines).
I'm posting it here because I keep going back to this and am afraid I'll lose track.
Research Intersections
When I look for texts--online, in the library, wandering around--what I know about other people impacts what I find and what I notice. Things pop up because I pay attention, and this certainly helps me learn.
Piece of evidence one:
In Barker's class, Bailey mentioned an interest in writing military manuals. On the WPA list, I found a link to this article about the Wikification of military manual writing.
Piece of evidence two:
In the past couple days I met Matt, a new MA student in TTU's TCR program. He rides a fixie. I just bumped into a video about artistic cycling after following Peek-related links. Here it is:
Piece of evidence three:
In Joyce's class and in Baehr's class we discussed identity. From the WPA list, I found a link to this MIT project which visually represents your online identity to you after you enter your name. It's called Persona. Go here to test it out.
Finally, this morning, I was looking at books in the library's new section. Andrew, who's in Barker's class and Joyce's class, talked about doing work with audio. I came across the book Cracked Media. Yes, it's all about audio and the intentional corruption of sound and sound media.
Sure, it's coincidence. A lot of them. However, this is exactly why I like to know what my colleagues are researching: it helps me remain alert and attentive for the potential items which may appear in my experience. It doesn't work on command, but it certainly keeps me on my toes and alert.
Piece of evidence one:
In Barker's class, Bailey mentioned an interest in writing military manuals. On the WPA list, I found a link to this article about the Wikification of military manual writing.
Piece of evidence two:
In the past couple days I met Matt, a new MA student in TTU's TCR program. He rides a fixie. I just bumped into a video about artistic cycling after following Peek-related links. Here it is:
Piece of evidence three:
In Joyce's class and in Baehr's class we discussed identity. From the WPA list, I found a link to this MIT project which visually represents your online identity to you after you enter your name. It's called Persona. Go here to test it out.
Finally, this morning, I was looking at books in the library's new section. Andrew, who's in Barker's class and Joyce's class, talked about doing work with audio. I came across the book Cracked Media. Yes, it's all about audio and the intentional corruption of sound and sound media.
Sure, it's coincidence. A lot of them. However, this is exactly why I like to know what my colleagues are researching: it helps me remain alert and attentive for the potential items which may appear in my experience. It doesn't work on command, but it certainly keeps me on my toes and alert.
Carter 5369: Class Notes 8/27
Class focus is on ideas: role/technique of technology
mucho discussuion online
Joyce's interests: rhet/tech/ID/creating market value
literature based class w/heavy philosophy angle
Tradition of Technology Studies
Is technology human or?
With AB and/or lit review, JC cares about the intellectual work/thinking--not as muich about form
AB is a longer intro with works organized in some meaningful fashion and each piece 2-500 words (12 pieces or so)
LR is a more narrative story/frame placed around the literature which is found in pursuit of the research questions
Both have goal: what things have been written about topic X
We can submit early.
Nov 20th lit review is due at latest
Seminar paper due 12/7 at latest
Final 12/12 @ 12
Participation: 20
AB/LR: 30
Paper: 30
Final: 20
Reading responses: post on own blog and then give link at course blog
mucho discussuion online
Joyce's interests: rhet/tech/ID/creating market value
literature based class w/heavy philosophy angle
Tradition of Technology Studies
Is technology human or?
With AB and/or lit review, JC cares about the intellectual work/thinking--not as muich about form
AB is a longer intro with works organized in some meaningful fashion and each piece 2-500 words (12 pieces or so)
LR is a more narrative story/frame placed around the literature which is found in pursuit of the research questions
Both have goal: what things have been written about topic X
We can submit early.
Nov 20th lit review is due at latest
Seminar paper due 12/7 at latest
Final 12/12 @ 12
Participation: 20
AB/LR: 30
Paper: 30
Final: 20
Reading responses: post on own blog and then give link at course blog
Due Tuesday, Sept 1
Barker: 5372
answer the prompt about our interest/background
respond to Windsor article
start thinking about analysis report
Carter: 5369
read 15-22 in text
write 250-300 word precis for each chapter--no opinion, but maybe at end
Baehr: 5371
Chapters 1-3 in Central Wokrs
Rickly: 5363
Journal review: 1 page per article
IRB federal or ORS guidelines
Hayoe Ed
STC grants
Eaton IRB
Eaton IRB audio
Hubbell
Mascle
ERH Ch 1
McNealy Ch 3
Hughes/Hayhoe 1-3
Review proposal examples
Review MicroStudy examples
answer the prompt about our interest/background
respond to Windsor article
start thinking about analysis report
Carter: 5369
read 15-22 in text
write 250-300 word precis for each chapter--no opinion, but maybe at end
Baehr: 5371
Chapters 1-3 in Central Wokrs
Rickly: 5363
Journal review: 1 page per article
IRB federal or ORS guidelines
Hayoe Ed
STC grants
Eaton IRB
Eaton IRB audio
Hubbell
Mascle
ERH Ch 1
McNealy Ch 3
Hughes/Hayhoe 1-3
Review proposal examples
Review MicroStudy examples
5372 Class Notes 8/27
Try to post to webboard by SUnday night
Relatively little scholarship has been done about how lit reviews are conducted
Reports are counterpart of/to a manual
Reports reduce/squeeze data down into knowledge (hands/Zeno)
Where do the questions in a report come from?
Organizational reports are designed to influence public policy
Definitions/glossaries are standard parts of reports and they are driven by audience
Crosswalk: a blending of multiple tets, etc., to compare where they overlap, agree, disagree, do not cover, etc.
Knowledge is located by:
1. best practices in work place
2. students: bring methods/knowledge from education/training into the jobsite
3. written documents in the acadademy
Reports in the workplace are another way that knowledge is built
Relatively little scholarship has been done about how lit reviews are conducted
Reports are counterpart of/to a manual
Reports reduce/squeeze data down into knowledge (hands/Zeno)
Where do the questions in a report come from?
Organizational reports are designed to influence public policy
Definitions/glossaries are standard parts of reports and they are driven by audience
Crosswalk: a blending of multiple tets, etc., to compare where they overlap, agree, disagree, do not cover, etc.
Knowledge is located by:
1. best practices in work place
2. students: bring methods/knowledge from education/training into the jobsite
3. written documents in the acadademy
Reports in the workplace are another way that knowledge is built
Goubil Practitioner's Guide notes
Goubil-Gambrell, Patricia
A Practitioner's Guide to Research Methods
582
quant's strength: ability to describe cause-effect
qual strength: depiction of subjects in actual setting
research methodology in Rhet COmp not widely understood
583
links to MacNealy article we just read
more cites on how/why research in TC is so important
two goals of article: ID main types of methodology business & tech writing; second, help folks in TC understand the difference in the methodologies
omitting methodology unfortunately common but causes some issues
583-4
empirical methods: quant & qual
584
2 other methods in Eng Dept
scholarly inquiry and Practitioner inquiry
quant: establish cause/effect
qual: descriptive
scholarly inquiry: goal is dialectic, confront opposing view
practitioner inquiry: goal is to report/tell story of how a person handled a specific situation
585
generalization a big issue
quant characteristics:
random sampling/select of subjects
intro of a treatment
use of control group
quasi experimental method
subjects are not random
researcher will use intact groups
(this sounds like a lot of comp/TC research)
random samples can be stratified
in quasi-exp, groups not random so R must pull on power of exp method to show grps are comparable
PRE-TEST
586
Five points to examine hypothesis' quality
conceptually clear & concepts defined operationally
have empirical referents, not value judgments
be specific to determin if testable
related to available testing techniques
related to a body of theory
Two kinds of stats
descriptive: describe data in orderly fasion (mean, meidian, mode)
inferential infer relationships
Causes manifest in 4 ways
in a sequence to produce effect
converge/cluster to produce effect
single cause may disperse into many areas
all three may occur & create a complex net of causes & effects
587
indie variable: cause of something in a relationship; treatment in a experiment--activity that will make a difference in the outcome
dependent variable: effect is change/difference that is the result of changing the indie variaable
validity: does experiment measure what it says it will
internal: change in dep var actually result of ind variable
external: results are generalizable to other groups
Reliability: whether experiment precisely measure a single dimension of human ability
quant issues
isolated variables--not realistic
other variables are eliminated
587
char of qual research
case study: small group or individual
ethnographic study: whole environment in which folks function as communicatiors
588
in qual, subjects not random
extreme case sampling: subjects are unusual
intensity: have skill/ability, but not best
maximum variation: what common patterns emerge from diverse groups
in qual, no treatment
no isolation of variables
purpose in qual is to identify salient features/variable
giving a treatment would interfere
in qual, researcher usually participates
589
triangulation important: reduces bias & helps validate 7 verify data
data
methods
researcher
theory
judging a qual study
data coll methods explicit
data used to document analytic constructs
neg instances of findings are shown/accounted for
biases discussed
strategies for data collection/analysis are clear
field decisions that change approach are documents
competing hypotheses presented/discussed
data preserved
participants truthfulness assessed
theoretical sig & gernalizability made explicity
pro/con of qual research
pro: depicts writing situations as they are
con: thus they cannot be generalized because it's not randomized
590
develop methodological literacy
Qual can be judged by 4 constructs
credibility of study
transferability of conclusion
dependability
confirmability
A Practitioner's Guide to Research Methods
582
quant's strength: ability to describe cause-effect
qual strength: depiction of subjects in actual setting
research methodology in Rhet COmp not widely understood
583
links to MacNealy article we just read
more cites on how/why research in TC is so important
two goals of article: ID main types of methodology business & tech writing; second, help folks in TC understand the difference in the methodologies
omitting methodology unfortunately common but causes some issues
583-4
empirical methods: quant & qual
584
2 other methods in Eng Dept
scholarly inquiry and Practitioner inquiry
quant: establish cause/effect
qual: descriptive
scholarly inquiry: goal is dialectic, confront opposing view
practitioner inquiry: goal is to report/tell story of how a person handled a specific situation
585
generalization a big issue
quant characteristics:
random sampling/select of subjects
intro of a treatment
use of control group
quasi experimental method
subjects are not random
researcher will use intact groups
(this sounds like a lot of comp/TC research)
random samples can be stratified
in quasi-exp, groups not random so R must pull on power of exp method to show grps are comparable
PRE-TEST
586
Five points to examine hypothesis' quality
conceptually clear & concepts defined operationally
have empirical referents, not value judgments
be specific to determin if testable
related to available testing techniques
related to a body of theory
Two kinds of stats
descriptive: describe data in orderly fasion (mean, meidian, mode)
inferential infer relationships
Causes manifest in 4 ways
in a sequence to produce effect
converge/cluster to produce effect
single cause may disperse into many areas
all three may occur & create a complex net of causes & effects
587
indie variable: cause of something in a relationship; treatment in a experiment--activity that will make a difference in the outcome
dependent variable: effect is change/difference that is the result of changing the indie variaable
validity: does experiment measure what it says it will
internal: change in dep var actually result of ind variable
external: results are generalizable to other groups
Reliability: whether experiment precisely measure a single dimension of human ability
quant issues
isolated variables--not realistic
other variables are eliminated
587
char of qual research
case study: small group or individual
ethnographic study: whole environment in which folks function as communicatiors
588
in qual, subjects not random
extreme case sampling: subjects are unusual
intensity: have skill/ability, but not best
maximum variation: what common patterns emerge from diverse groups
in qual, no treatment
no isolation of variables
purpose in qual is to identify salient features/variable
giving a treatment would interfere
in qual, researcher usually participates
589
triangulation important: reduces bias & helps validate 7 verify data
data
methods
researcher
theory
judging a qual study
data coll methods explicit
data used to document analytic constructs
neg instances of findings are shown/accounted for
biases discussed
strategies for data collection/analysis are clear
field decisions that change approach are documents
competing hypotheses presented/discussed
data preserved
participants truthfulness assessed
theoretical sig & gernalizability made explicity
pro/con of qual research
pro: depicts writing situations as they are
con: thus they cannot be generalized because it's not randomized
590
develop methodological literacy
Qual can be judged by 4 constructs
credibility of study
transferability of conclusion
dependability
confirmability
Wednesday, August 26, 2009
Systems for All notes
Systems for All
4
Kuhn's definition of a scientific crisis: when even best professional practices prove inadequate to solve important problem
paradigm: comprehensive conceptual & methodological framework
expertise: knowing something
awareness: knowing about something
specialist focuses on his discipline's methods of solution rather than the problem
[Tech Comm as systems profession?]
9
product/process modeling and model based measurement
13
problem: difficult question without an answer
problem solution: search for an answer to that questions
14
problem: difference between present and required state of an entity
15
need to know:
characteristics of present state
characteristics of desire state
target solution's date
budget
19
first step of problem solving process is if observer & recipient mental images agree
4
Kuhn's definition of a scientific crisis: when even best professional practices prove inadequate to solve important problem
paradigm: comprehensive conceptual & methodological framework
expertise: knowing something
awareness: knowing about something
specialist focuses on his discipline's methods of solution rather than the problem
[Tech Comm as systems profession?]
9
product/process modeling and model based measurement
13
problem: difficult question without an answer
problem solution: search for an answer to that questions
14
problem: difference between present and required state of an entity
15
need to know:
characteristics of present state
characteristics of desire state
target solution's date
budget
19
first step of problem solving process is if observer & recipient mental images agree
Shirky: Here Comes Everyone notes
Shirky, Clay
Here Comes Everyone notes
22
most barriers to group action have collapsed
31
social technology/media enable sharing that's been too costly in the past
39
tools that facilitate self-synchronization of otherwise latent groups
49-53
sharing -> cooperation -> collaboration -> collective action
53
free rider solutions:
privatize commons or mutual coercian (governance/taxes)
Here Comes Everyone notes
22
most barriers to group action have collapsed
31
social technology/media enable sharing that's been too costly in the past
39
tools that facilitate self-synchronization of otherwise latent groups
49-53
sharing -> cooperation -> collaboration -> collective action
53
free rider solutions:
privatize commons or mutual coercian (governance/taxes)
Agamben: Means w/out End notes
notes from Means w/out End
Forms of Life (by para #)
zoe: simple fact of living
bios: form/manner of living peculiar to a single individual or group
forms of life: a life wthat can't be separated from its form
2 for a FoL, the way of living is living itself
3 political power founded on separation of naked life from forms of life
Forms of Life (by para #)
zoe: simple fact of living
bios: form/manner of living peculiar to a single individual or group
forms of life: a life wthat can't be separated from its form
2 for a FoL, the way of living is living itself
3 political power founded on separation of naked life from forms of life
Zdenek chat notes
From Sunday chat with Zdenek
Brent Faber: Nanotech
Agamben: extremes of life forms--potential for chapter in diss
Cells as bits of data
Bruno Latour: non-human actors; methodology; laboratory life; facticity
Brent Faber: Nanotech
Agamben: extremes of life forms--potential for chapter in diss
Cells as bits of data
Bruno Latour: non-human actors; methodology; laboratory life; facticity
Biocomputing & Bioinformatics loose notes
Laplante, P
Biocomputing
intro
vii Bioinformatics largely focuses on the analysis, prediction, imaging and sequencing of genes; broader field of Biocomputing includes study of biological models of computing using traditional materials, genomic modeling and visualizes biomaterials for non-traditional computer designs and computer architecture
Xiong, Jin
Essential Bioinformatics
3 Bioinformatics: quantitative analysis of information relating to biological macromolecules w/comptuers
4 Bioinformatics: interdisciplinary research area @ interface of computer sicence and biological sciences
4 Bioinfo limited to sequence, structural and functional analysis of genes
5 computational biology more theoretical development of algorithms used for bio info
GOAL of BioInfo
5 better understand a living cell and how it functions at the molecular level
Database
10 knowledge discovery--identification of connections between pieces of information that were not known when information was first entered
akin to protocol
how things relate vs. how they interact
11 relational db:
use table, column (field), rows (values)
columns are
object oriented db's
object: unit that combines data and routines that act on that data
Relational DBs
12 don't describe complex hierarchical relationship
31 sequence comparison at heart of BI analysis
Biocomputing
intro
vii Bioinformatics largely focuses on the analysis, prediction, imaging and sequencing of genes; broader field of Biocomputing includes study of biological models of computing using traditional materials, genomic modeling and visualizes biomaterials for non-traditional computer designs and computer architecture
Xiong, Jin
Essential Bioinformatics
3 Bioinformatics: quantitative analysis of information relating to biological macromolecules w/comptuers
4 Bioinformatics: interdisciplinary research area @ interface of computer sicence and biological sciences
4 Bioinfo limited to sequence, structural and functional analysis of genes
5 computational biology more theoretical development of algorithms used for bio info
GOAL of BioInfo
5 better understand a living cell and how it functions at the molecular level
Database
10 knowledge discovery--identification of connections between pieces of information that were not known when information was first entered
akin to protocol
how things relate vs. how they interact
11 relational db:
use table, column (field), rows (values)
columns are
object oriented db's
object: unit that combines data and routines that act on that data
Relational DBs
12 don't describe complex hierarchical relationship
31 sequence comparison at heart of BI analysis
Blakeslee: State of Research in TC notes
Blakeslee, Ann
State of Research in Tech Comm 2004
Overall analysis of opinions of quality & consistency in research (74).
Offer plan of action to improve field (74)
List of sources/experts (74-75)
Our Approach to Research Needs to Be Consistent,
Systematic, and Thorough (76)
We Need to Build a Coherent Body of Knowledge (76)
too few people are working on complementary research questions leading to a coherent
body of knowledge on certain topics (76)
Because learning from the past is a vital means of moving
forward and maturing, the field could benefit from a greater effort to identify
what is valuable in existing research and to either replicate or respond to studies already
completed. (77)
We Need Agreement About Key Questions for the Field 77
one particular area where we need to define more and better questions
is in relation to industry
We Need Less Thinking and Talking About Research and More Doing I 78
The shared perception is that too much of our scholarship (and publication)
is based on introspection and philosophizing. 78
We Benefit From But Should Be Careful About Borrowing Methods From Other Fields 79
Spinuzzi, for example, points out that we have not consistently explored the methodological implications of mixing
and matching approaches. Dragga also cautions against ill-informed borrowing
and adaptation of methods. 79
The consensus, therefore seems to be that our field benefits from the wide variety of methods available to it and from the discussions and explorations of these methods that have occurred in
other fields. 79-80
We Need to Be Aware of Which Research Methods We Use and How We Use Them 80
We Need More Consistent, Systematic, and Extensive Training in Methods 81
According to participants,
we need, as a field, to identify and agree on basic research competencies and
then to ensure that we train students in those competencies in our programs. One potential
problem in this regard is that the faculty preparing doctoral students may not
themselves be well prepared in empirical methods. 81
RELATIONSHIPS WITH PRACTITIONERS AND WITH OTHER DISCIPLINES 82
Because technical communicators do not, by definition, work in isolation, the field needs to ensure the vitality and quality of (1) the academic-practitioner relationship within technical
communication and (2) the field’s relationship with other, related disciplines. 82
We Need to Improve the Academic-Practitioner Relationship Within Our Field 82
Academics need to improve efforts to show the relevance of their research
to industry. 83
If more technical communicators could produce
similar types of publications that synthesize research—both in our own and
in related fields—in a way that practitioners find accessible and relevant, we could
make significant strides in showing practitioners the potential value of academic
research to their work. 83
We need to provide more opportunities for academics to interact with
practitioners and to collaborate on joint projects 83
We need to overcome differences between academics and practitioners
to facilitate collaboration between the two worlds 84
We Also Need to Improve Our Relationship with Other Fields 85
We need to encourage continued collegiality with those in related
fields.
We need to give top priority to overcoming differences and discovering
commonalities between our field and related fields, especially other technology
fields.
We need to generate more opportunities for cross-disciplinary collaborations. 85
Recognition, Support, and Resources 86
We need to disseminate our research findings broadly and increase
readership of our journals 86
Academics need to affiliate with organizations in related fields and increase
their involvement both in those organizations and on key committees
both internal and external to their institutions 87
Practitioners also need to find ways to increase leverage within their domains
to produce quality outcomes. 87
We need both internal and external support and funding 88
PROPOSED PLAN OF ACTION FOR OUR FIELD 89
Step One: Expand Our Problem Definition and Vision 89
Step Two: Develop Concrete Solutions 90
Step Three: Implement and Evaluate 90
State of Research in Tech Comm 2004
Overall analysis of opinions of quality & consistency in research (74).
Offer plan of action to improve field (74)
List of sources/experts (74-75)
Our Approach to Research Needs to Be Consistent,
Systematic, and Thorough (76)
We Need to Build a Coherent Body of Knowledge (76)
too few people are working on complementary research questions leading to a coherent
body of knowledge on certain topics (76)
Because learning from the past is a vital means of moving
forward and maturing, the field could benefit from a greater effort to identify
what is valuable in existing research and to either replicate or respond to studies already
completed. (77)
We Need Agreement About Key Questions for the Field 77
one particular area where we need to define more and better questions
is in relation to industry
We Need Less Thinking and Talking About Research and More Doing I 78
The shared perception is that too much of our scholarship (and publication)
is based on introspection and philosophizing. 78
We Benefit From But Should Be Careful About Borrowing Methods From Other Fields 79
Spinuzzi, for example, points out that we have not consistently explored the methodological implications of mixing
and matching approaches. Dragga also cautions against ill-informed borrowing
and adaptation of methods. 79
The consensus, therefore seems to be that our field benefits from the wide variety of methods available to it and from the discussions and explorations of these methods that have occurred in
other fields. 79-80
We Need to Be Aware of Which Research Methods We Use and How We Use Them 80
We Need More Consistent, Systematic, and Extensive Training in Methods 81
According to participants,
we need, as a field, to identify and agree on basic research competencies and
then to ensure that we train students in those competencies in our programs. One potential
problem in this regard is that the faculty preparing doctoral students may not
themselves be well prepared in empirical methods. 81
RELATIONSHIPS WITH PRACTITIONERS AND WITH OTHER DISCIPLINES 82
Because technical communicators do not, by definition, work in isolation, the field needs to ensure the vitality and quality of (1) the academic-practitioner relationship within technical
communication and (2) the field’s relationship with other, related disciplines. 82
We Need to Improve the Academic-Practitioner Relationship Within Our Field 82
Academics need to improve efforts to show the relevance of their research
to industry. 83
If more technical communicators could produce
similar types of publications that synthesize research—both in our own and
in related fields—in a way that practitioners find accessible and relevant, we could
make significant strides in showing practitioners the potential value of academic
research to their work. 83
We need to provide more opportunities for academics to interact with
practitioners and to collaborate on joint projects 83
We need to overcome differences between academics and practitioners
to facilitate collaboration between the two worlds 84
We Also Need to Improve Our Relationship with Other Fields 85
We need to encourage continued collegiality with those in related
fields.
We need to give top priority to overcoming differences and discovering
commonalities between our field and related fields, especially other technology
fields.
We need to generate more opportunities for cross-disciplinary collaborations. 85
Recognition, Support, and Resources 86
We need to disseminate our research findings broadly and increase
readership of our journals 86
Academics need to affiliate with organizations in related fields and increase
their involvement both in those organizations and on key committees
both internal and external to their institutions 87
Practitioners also need to find ways to increase leverage within their domains
to produce quality outcomes. 87
We need both internal and external support and funding 88
PROPOSED PLAN OF ACTION FOR OUR FIELD 89
Step One: Expand Our Problem Definition and Vision 89
Step Two: Develop Concrete Solutions 90
Step Three: Implement and Evaluate 90
MacNealy: Rsrch in TC: A View notes
MacNealy, Mary Sue
Research in Technical Communication: A View of the Past....
533 research must grow in quantity, quality, and coherence for profession to thrive
535 limited scope to empirical, non-personal research with data that could be confirmed/verified and that was significant enough to attend to (more than 1 page)
536 only in 1990 did empirical research articles reach 10%
537-38 lots of problematic sampling techniques and a broad variation in how material and data were gathered--and not all of it was clearly described or discussed
540 tech writers can learn a lot from research done in industry
540 does research build on or add to what is already known
541 major emphasis of research has been on education: what's needed, available, and how effective it is
541 design of user manuals a big emphasis in research
542 "paucity" of research on visuals
542 research is usually carried out in universities and related to advancement/changes in tech
Research in Technical Communication: A View of the Past....
533 research must grow in quantity, quality, and coherence for profession to thrive
535 limited scope to empirical, non-personal research with data that could be confirmed/verified and that was significant enough to attend to (more than 1 page)
536 only in 1990 did empirical research articles reach 10%
537-38 lots of problematic sampling techniques and a broad variation in how material and data were gathered--and not all of it was clearly described or discussed
540 tech writers can learn a lot from research done in industry
540 does research build on or add to what is already known
541 major emphasis of research has been on education: what's needed, available, and how effective it is
541 design of user manuals a big emphasis in research
542 "paucity" of research on visuals
542 research is usually carried out in universities and related to advancement/changes in tech
Aug 26 notes
Met with Still
Revisit Reddish (sp?) on usability test potentials
Get Albers, Mike book, both authored edited
Look at Blake Scott, from Central Florida, work
Look at Ken Baake's work on Los Alamos
Review military's use of OODA
Is designing training?
Other Notes
Get Envisioning Information
Get Kuhn: Structure of Scientific Revolution
Get Online Intersex Community
Office is 421
MuLL is 403
Revisit Reddish (sp?) on usability test potentials
Get Albers, Mike book, both authored edited
Look at Blake Scott, from Central Florida, work
Look at Ken Baake's work on Los Alamos
Review military's use of OODA
Is designing training?
Other Notes
Get Envisioning Information
Get Kuhn: Structure of Scientific Revolution
Get Online Intersex Community
Office is 421
MuLL is 403
Friday, August 21, 2009
Time
I am truly astonished at how much time I have on my hands. Really incredible, not having to teach. It's at the price of being away from home, but I am certainly making the most of it. On top of the discipline and relaxation, I am getting in a solid regimen of training and I am keeping to an effective diet that satiates me in a meaningful and healthy way.
Almonds rock, but Lubbock's water just plain stinks. Yuck.
Almonds rock, but Lubbock's water just plain stinks. Yuck.
Library Day
I like TTU's library even though the stacks are very 1950s and there are no bathrooms on two of the floors. Oh well. The downstairs fountain lobby area is cool, and so are parts of the infrastruture. First, I learned today about the KIC system; essentially, it is an overhead camera which takes a picture of a text and turns it into an electronic file--including pdf. This so rocks I can hardly stand it. When this was explained in today's orientation I nearly exploded in joy; I've spent hours photocopying docs and then sending them through a scanner because I had no other resources available to me. Oh, yes! A university that has a budget for good gear!
This is so valuable to me in terms of time and effort because I am used to checking out books I like so that I can take the whole book home and scan it--usually just for a few pages or articles. This way, I can scan the title page and key areas of interest, leave the book in the library, and have digital working copies for home. Once I have a paid for copy of Acrobat--my free use expired--I can then comment and mark them up directly. This saves my back, my backpack, and leaves texts in the library. Tomorrow I am off to learn how to use KIC.
I also learned that TTU has plenty of digital gear that we can check out, too, at the library. Very excited about that.
I spent several hours cruising for information about bioinformatics today. Thus far, I think my real field of interest is in biocomputing, not bioinformatics, and I want to learn more about object oriented data bases. Plus, I found a recent essay in a 2009 text that responds to Haraway's article on Cyborgs. It looks good.
I am also reading about datamining and those related strategies. Part of me is curious if we are coming close to expending the same amount of energy to discovering the hetereneous nature of disability--in part an expression of the genetic code--as we are in attempting to label and delineate genetic code. There are some interesting moral issues involved here. There are also some possible fascinating intersections with Agamben's notions of bare life, zoe, bios, and so on. Is it possible to label the basic code we all share as the zoe and what makes us different as the bios? Is the bios the form of life? My ignorance about genetics and biology makes these kinds of discussions very tenuous, and I'm not sure why I'm even looking here, but the material fascinates me.
I am thinking that I'll look for annotated bibliographies and reports on genetics for the Technical Reports class. I hope to focus on biocomputing or biotechnology for the Technology course. I am unsure of what is coming in the research methods course, and I think the TC course is probably self-supporting.
This weekend I hope to review the course texts so I know what is coming at me for the term.
This is so valuable to me in terms of time and effort because I am used to checking out books I like so that I can take the whole book home and scan it--usually just for a few pages or articles. This way, I can scan the title page and key areas of interest, leave the book in the library, and have digital working copies for home. Once I have a paid for copy of Acrobat--my free use expired--I can then comment and mark them up directly. This saves my back, my backpack, and leaves texts in the library. Tomorrow I am off to learn how to use KIC.
I also learned that TTU has plenty of digital gear that we can check out, too, at the library. Very excited about that.
I spent several hours cruising for information about bioinformatics today. Thus far, I think my real field of interest is in biocomputing, not bioinformatics, and I want to learn more about object oriented data bases. Plus, I found a recent essay in a 2009 text that responds to Haraway's article on Cyborgs. It looks good.
I am also reading about datamining and those related strategies. Part of me is curious if we are coming close to expending the same amount of energy to discovering the hetereneous nature of disability--in part an expression of the genetic code--as we are in attempting to label and delineate genetic code. There are some interesting moral issues involved here. There are also some possible fascinating intersections with Agamben's notions of bare life, zoe, bios, and so on. Is it possible to label the basic code we all share as the zoe and what makes us different as the bios? Is the bios the form of life? My ignorance about genetics and biology makes these kinds of discussions very tenuous, and I'm not sure why I'm even looking here, but the material fascinates me.
I am thinking that I'll look for annotated bibliographies and reports on genetics for the Technical Reports class. I hope to focus on biocomputing or biotechnology for the Technology course. I am unsure of what is coming in the research methods course, and I think the TC course is probably self-supporting.
This weekend I hope to review the course texts so I know what is coming at me for the term.
Wednesday, August 19, 2009
Airport
I am really quitr excited about coming to lubbock, but the current wait here is starting to annoy me. Then again, youcould ask "what else would you be doing?" Naturaly, I would say that I could be reading, training, learning what lubbock is like, grocery shopping, and so forth. Of course I know that afew hours do not mean that much, but I do not care for airports as places to spend the precious coin of my time.
No matter what I may wish for @ the moment, here I am. Hopefully we will go soon.
Sent on the go from my Peek
Monday, August 17, 2009
Coming term goals
I've been reviewing tasks ahead of me for the coming term and have shown my tendency to plan heavy workloads.
4 classws
STC fundraising chair
Datagogy book research process
Complexity & Usability research
Converting papers into articles
PT daily
10# weight loss
Endurance increase
Diss committee developmen
CC training workshop
Agamben reading group
Foucault reading group
Bioinformatics reading group
Of course many of these will drop & mutate, but it is still fun looking. Plus I will need to continuously read & write.
Goals motivate me unlike anything else. Working towards the goal brings me greater value than landing @ the goal. Cheesy but true!
Sent on the go from my Peek
Two days left
Dear TTU,
Thank you for the fellowship, excitement, and great colleagues. However, I am not in Lubbock yet and would like part of mylife to not be centered on you. Thus, Will you please keep out of my dreams for at least a week?
Thanks!
GZ
Sent on the go from my Peek
Sunday, August 16, 2009
Peek impressions
I have owned my Peek Pronto for about 48 hours now. Here are some initial impressions:
The vibration intensity is perfect
Backlit keyboard is great
Perfect columns & rows of letters is a bit annoying
I lose signal regularly but I also live rurally; I don't know how big this is as a factor
Customer service was quick
I am still unsure on how quick or effective the message/email retrieval is
Learning is pretty intuitive
Lack of Twitter interface is annoying because twittermail can be slow
I have not tried doing FBook yet
Blogging @ Blogger is a snap
Taking notes on texts or reflecting ontologically with Peek 2 write forces efficiency in prose
Space bar is too small
patience with Peek has always been rewarded w/good results
Peek is a good intro to thumbing text
Ifeel like I can leave the puter, read, and check my email and tweet w/out distraction of reading tweets or surfing web
Peek is perfect to @spinuzzi wherever u r--including ur own bus
Sent on the go from my Peek
The vibration intensity is perfect
Backlit keyboard is great
Perfect columns & rows of letters is a bit annoying
I lose signal regularly but I also live rurally; I don't know how big this is as a factor
Customer service was quick
I am still unsure on how quick or effective the message/email retrieval is
Learning is pretty intuitive
Lack of Twitter interface is annoying because twittermail can be slow
I have not tried doing FBook yet
Blogging @ Blogger is a snap
Taking notes on texts or reflecting ontologically with Peek 2 write forces efficiency in prose
Space bar is too small
patience with Peek has always been rewarded w/good results
Peek is a good intro to thumbing text
Ifeel like I can leave the puter, read, and check my email and tweet w/out distraction of reading tweets or surfing web
Peek is perfect to @spinuzzi wherever u r--including ur own bus
Sent on the go from my Peek
Saturday, August 15, 2009
Boas notes pt 2
24 art is the compression of 1 man's view/experience of an event, person, or even theology and an attmept to communicate it to another--the object stimulates states & emotions in the mind of observer based upon their prior total experience
22 words do mot simply name. They provide or are "emotional baths"
16-17 As life in industr rev became more uniform & reliable, demand for variety & individualism icreased--opposite of demand 4 unity when life/survival was uncertain
Sent on the go from my Peek
Friday, August 14, 2009
Training &writing
As I watch coach steer I am reminded that I still have not found an adequate form of writing taining & warm-up.
Sent on the go from my Peek
Test peek 2
This is another test of how well this might work for taling notes. My thumb typing speed is very limited. oh well and oops.
I am starting to think that bioinformatics is a good focus for joyce's class on tech. That would be good prep for bioresearch and establish foundations for a tentative diss w disability and technolony. Personally. It could be lots of fun. That is why I picked up texts on genetics & science writing--I want to explore those connections even more.
Sent on the go from my Peek
Wednesday, July 8, 2009
Disability Resource List
Here are some great resources:
National Center for the Dissemination of Disability Research: NCDDR
Directory of Journals and Author guidelines in disability & rehab research field.
NATRI: National Assistive Technology Research Institute
National Center on Physical Activity & Disability: NCPAD
DisabilityInfo.gov: The name says it all.
Many of these links are rooted/sourced from University of Delaware's Center for Disabilities Studies
Census Disability Statistics
Agency for Healthcare Research & Quality
National Clearinghouse of Rehabilitation Materials
Disability Counts with links for State & County information--emphasis is on rural information
National Center for the Dissemination of Disability Research: NCDDR
Directory of Journals and Author guidelines in disability & rehab research field.
NATRI: National Assistive Technology Research Institute
National Center on Physical Activity & Disability: NCPAD
DisabilityInfo.gov: The name says it all.
Many of these links are rooted/sourced from University of Delaware's Center for Disabilities Studies
Census Disability Statistics
Agency for Healthcare Research & Quality
National Clearinghouse of Rehabilitation Materials
Disability Counts with links for State & County information--emphasis is on rural information
Sunday, July 5, 2009
Zdenek Intervention Links
Lohman's Audio Description wiki
Overstream which hosts captions but not videos
NCAM on Audio Descriptions
CaptionTube YouTube captioning interface for videos you own/post
CapScribe captioning
Courtesy of Thom Lohman, Valerie H's Audio Description
Overstream which hosts captions but not videos
NCAM on Audio Descriptions
CaptionTube YouTube captioning interface for videos you own/post
CapScribe captioning
Courtesy of Thom Lohman, Valerie H's Audio Description
Saturday, July 4, 2009
Foucault Sports Training Project
Somehow, I'm working on using Foucault and some disability theorists to support the notion that greater access to physical training videos on the web should take place. So, that's sort of my goal. In the mean time, I need to actually gather some useful data about physical training sites and that sort of thing. In order to accomplish this, there are several steps necessary.
First, I must select a specific type of training videos online. At this point, I do not want to select intense or specialized training knowledge or trianing which requires normal bodies or bodies that are already trained. This enables me to work with materials which I think are more accessibility to disabled folks as well as agining communities. Similarly, this enables me to test out my current ideas of disability/ability and how it could be defined as an individual's ability or level of success in meeting their current potential. That means, if they have a normal body, but they are stiff, inflexible, and unable to move well, they are more disabled. If they are in a chair, but they are able to use their body to maximal capacities, meeting their potentials to 90 percent or more, then they are able bodied. Measuring by ability to meet potential is a far more effective, realistic, and accurate form of measurement than dealing with general norms, whiach forces the flock of humanity to move towards center and gives dominance to herd thinking and mediocrity while worshipping ideals--forms which few people will ever obtain. Instead, I am more interested in a culture that drives and works towards fulfilling individual potential. As a culture, community, and individuals, we would benefit by the increased rate of self-fulfillment and achievement as well as the reduction in unproductive competetition. Competition has its role, but it is not the end all be all. Instead, by asserting this sort of potential measure of disability, I think there's the potential to at least reassess,, if not critique, current norms in a meaningful and beneficial way. And this way also offers room for me to do some potentially interesting scholarly work. Then again, this proposed crtieria of ability could easily have already been tested and sunk--I don't know.
"Ich trinke auf gute Freunde!"
The end result, is that I am going to seek out training videos which center on flexibility and/or joint mobility. I don't want to do yoga or martial arts; instead, I am looking for things that people can do from simply sitting in a chair or standing up. This provides criteria for the greatest potential audience, and this strikes me as very important.
Once I have selected the basic movement exercises, I need to find three vendors.
Steve Maxwell at Amazon
Dragon Door article on "What is Joint Mobility"
Ultimate Joint Mobility nutrition product
I've also searched flexibility dvds. I went to google and looked at the top hits--not the sponsored links--as well as at the top sales numbers at Amazon. I figured these results would give me a good sense of what is moving in the market.
Rodney Yee's Power Yoga Flexibility
From google, TRX Essentials: Flexibility
Functional Flexibility at allegro medical site
My tentative starts are:
TRX
Rodney Yee
Scott Sonnon/RMAX
Make sure that I have clear criteria for selecting these. At this point, here they are:
came up high in rankings at google, youtube, and/or amazon
I am familiar with all three of them
TRX does TV ads--I think Yee might
Each of these has flexibility/ joint mobility as part of their larger fitness program
Two are centered around personalities: Sonnon & Yee
The products are represented as open to novices/beginners--anyone can do them
There are laddered or increased levels of expertise available to the pracititioners
After the three vendors, I need to run a brief accessibility study on their sites.
This is NOT done yet. Need to generic basic heuristics.
In the mean time, I need develop an argument that grounds my work in a lot of "persuasive facts about people with disability" [quote from Sean]
Then, once I have collected the information which is available, I need to:
examine YouTube and see what kinds of materials are available there & at Hulu for free
examine the accessibility of the materials at this site
write up and include my personal bias/involvement with the RMAX/Sonnon materials
Then, work on composing video, audio, and text to present a persuasive argument.
After that, construct the background scholarly document which provides an explanation of the theory which informs the position as well as the engaged academic involvement.
off the top of my head:
first, dA studies as an activist practice in and of itself
second, the G-A readings about/including discussions of Mullins, I think, where you can work for change while being assimmilated into the market place--the complex and conflicting natures
third, foucault and the already punished state of disability and working to redo that, to present disability as priviliged or base line assumed
fourth?
First, I must select a specific type of training videos online. At this point, I do not want to select intense or specialized training knowledge or trianing which requires normal bodies or bodies that are already trained. This enables me to work with materials which I think are more accessibility to disabled folks as well as agining communities. Similarly, this enables me to test out my current ideas of disability/ability and how it could be defined as an individual's ability or level of success in meeting their current potential. That means, if they have a normal body, but they are stiff, inflexible, and unable to move well, they are more disabled. If they are in a chair, but they are able to use their body to maximal capacities, meeting their potentials to 90 percent or more, then they are able bodied. Measuring by ability to meet potential is a far more effective, realistic, and accurate form of measurement than dealing with general norms, whiach forces the flock of humanity to move towards center and gives dominance to herd thinking and mediocrity while worshipping ideals--forms which few people will ever obtain. Instead, I am more interested in a culture that drives and works towards fulfilling individual potential. As a culture, community, and individuals, we would benefit by the increased rate of self-fulfillment and achievement as well as the reduction in unproductive competetition. Competition has its role, but it is not the end all be all. Instead, by asserting this sort of potential measure of disability, I think there's the potential to at least reassess,, if not critique, current norms in a meaningful and beneficial way. And this way also offers room for me to do some potentially interesting scholarly work. Then again, this proposed crtieria of ability could easily have already been tested and sunk--I don't know.
"Ich trinke auf gute Freunde!"
The end result, is that I am going to seek out training videos which center on flexibility and/or joint mobility. I don't want to do yoga or martial arts; instead, I am looking for things that people can do from simply sitting in a chair or standing up. This provides criteria for the greatest potential audience, and this strikes me as very important.
Once I have selected the basic movement exercises, I need to find three vendors.
Steve Maxwell at Amazon
Dragon Door article on "What is Joint Mobility"
Ultimate Joint Mobility nutrition product
I've also searched flexibility dvds. I went to google and looked at the top hits--not the sponsored links--as well as at the top sales numbers at Amazon. I figured these results would give me a good sense of what is moving in the market.
Rodney Yee's Power Yoga Flexibility
From google, TRX Essentials: Flexibility
Functional Flexibility at allegro medical site
My tentative starts are:
TRX
Rodney Yee
Scott Sonnon/RMAX
Make sure that I have clear criteria for selecting these. At this point, here they are:
came up high in rankings at google, youtube, and/or amazon
I am familiar with all three of them
TRX does TV ads--I think Yee might
Each of these has flexibility/ joint mobility as part of their larger fitness program
Two are centered around personalities: Sonnon & Yee
The products are represented as open to novices/beginners--anyone can do them
There are laddered or increased levels of expertise available to the pracititioners
After the three vendors, I need to run a brief accessibility study on their sites.
This is NOT done yet. Need to generic basic heuristics.
In the mean time, I need develop an argument that grounds my work in a lot of "persuasive facts about people with disability" [quote from Sean]
Then, once I have collected the information which is available, I need to:
examine YouTube and see what kinds of materials are available there & at Hulu for free
examine the accessibility of the materials at this site
write up and include my personal bias/involvement with the RMAX/Sonnon materials
Then, work on composing video, audio, and text to present a persuasive argument.
After that, construct the background scholarly document which provides an explanation of the theory which informs the position as well as the engaged academic involvement.
off the top of my head:
first, dA studies as an activist practice in and of itself
second, the G-A readings about/including discussions of Mullins, I think, where you can work for change while being assimmilated into the market place--the complex and conflicting natures
third, foucault and the already punished state of disability and working to redo that, to present disability as priviliged or base line assumed
fourth?
Foucault & Disability draft 2
Free writing rough draft
Just like the last draft, this comes from Foucault's Discipline & Punish, Vintage, 1995
Just after the other quote, there's this:
11
"Physical pain, the pain of the body itself, is no longer the constituent element of the penalty. From being an art of unbearable sensations punishment has become an economy of suspended rights. If it is still necessary for the law to reach and manipulate the body of the convict, it will be at a distance, in the proper way, according to strict rules, and with a much 'higher' aim. As a result of this new restraint, a whole army of technicians took over from the executioner, the immediate anatomist of pain: warders, doctors, chaplains, psychiatrists, psychologists, educationalists; by their very presence near the prisoner, they sing the praises that the law needs: they reassure it that the body and pain are not the ultimate objects of its punitive action."
When drawing parallels between this text and disability, there obviously has to be a distinction drawn between crime/ convicts and people with impairments. Then again, I have to wonder which do people fear more: disability/impairment or being convicted or being branded a criminal? That would make an interesting distinction and study. similarly, it would be interesting to see which position is regarded as having lower status within the culture--at least based upon stereotypes. Wow, that could be potentially very depressing. Which do you fear more happening to you: losing your sight or being convicted to five years in prison and being marked as a convicted felon?
On to Foucault:
"Physical pain, the pain of the body itself, is no longer the constituent element of the penalty."
This is perhaps one of the most important places to distinguish between convicts and impairment, and this point was made quite clearly in one of the readings we had (books not with me now) where people often overlook or ignore the veracity and very real nature of pain. In this text, Foucault is assuming the norm of able bodied people, people who do not suffer pain or limited access. This is a huge difference from and for people who have impairments and/or experience chronic pain. So I'm not sure to do with this qualifying statement.
"From being an art of unbearable sensations punishment has become an economy of suspended rights. If it is still necessary for the law to reach and manipulate the body of the convict, it will be at a distance, in the proper way, according to strict rules, and with a much 'higher' aim."
This I think is particularly usable in the discussion of disability and impairment. If an economy of suspended rights is seen as punishment, then what do we call the inability to access texts, physical spaces and places? Those things can easily be read as suspended rights--you cannot get to them right now. And since you cannot get to them, that is a form of punishment. I do not know if this is circular logic or not, but at least I think this is worth thinking about. Again, the built in antagonistic nature/attitude towards non-normatives.
"As a result of this new restraint, a whole army of technicians took over from the executioner, the immediate anatomist of pain: warders, doctors, chaplains, psychiatrists, psychologists, educationalists; by their very presence near the prisoner, they sing the praises that the law needs: they reassure it that the body and pain are not the ultimate objects of its punitive action."
This reminds me of all the trouble, doctors, experts, paperwork, etc., that is required for some students to get access to extra learning materials. Come, you must prove your lack of abilty. we must test you, we want to see exactly what it is you can and cannot do. ugh. Sometimes I wonder if we as a culture do not enjoy spending more time and resources performing as if we are concerned and making things more accessible--see, watch how much cash we spend on the process of certifying all these people as disabled--instead of actually investing the monies into resources, phsycial and staff and enforcement. what I mean is do we send resources that are meant to discuss/address the issue of disability/impairment proving to nondisabled people that we are generating accessible materials than we are in creating actually meaningful changes and adjustments so material, so structures actually are accessible. I don't know.
From personal experience, I do know that often people are far more interested in performing the socially acceptable, desired, or rewarded role so that they can make the claim that they are not sexist, racist, etc., instead of actually working towards changes which embody those values. "Reward me for my claims of equality while I continue to embody and perpetuate the problems I claim to have resolved." Or something like that.
This has something to do with hegemony. End post.
Just like the last draft, this comes from Foucault's Discipline & Punish, Vintage, 1995
Just after the other quote, there's this:
11
"Physical pain, the pain of the body itself, is no longer the constituent element of the penalty. From being an art of unbearable sensations punishment has become an economy of suspended rights. If it is still necessary for the law to reach and manipulate the body of the convict, it will be at a distance, in the proper way, according to strict rules, and with a much 'higher' aim. As a result of this new restraint, a whole army of technicians took over from the executioner, the immediate anatomist of pain: warders, doctors, chaplains, psychiatrists, psychologists, educationalists; by their very presence near the prisoner, they sing the praises that the law needs: they reassure it that the body and pain are not the ultimate objects of its punitive action."
When drawing parallels between this text and disability, there obviously has to be a distinction drawn between crime/ convicts and people with impairments. Then again, I have to wonder which do people fear more: disability/impairment or being convicted or being branded a criminal? That would make an interesting distinction and study. similarly, it would be interesting to see which position is regarded as having lower status within the culture--at least based upon stereotypes. Wow, that could be potentially very depressing. Which do you fear more happening to you: losing your sight or being convicted to five years in prison and being marked as a convicted felon?
On to Foucault:
"Physical pain, the pain of the body itself, is no longer the constituent element of the penalty."
This is perhaps one of the most important places to distinguish between convicts and impairment, and this point was made quite clearly in one of the readings we had (books not with me now) where people often overlook or ignore the veracity and very real nature of pain. In this text, Foucault is assuming the norm of able bodied people, people who do not suffer pain or limited access. This is a huge difference from and for people who have impairments and/or experience chronic pain. So I'm not sure to do with this qualifying statement.
"From being an art of unbearable sensations punishment has become an economy of suspended rights. If it is still necessary for the law to reach and manipulate the body of the convict, it will be at a distance, in the proper way, according to strict rules, and with a much 'higher' aim."
This I think is particularly usable in the discussion of disability and impairment. If an economy of suspended rights is seen as punishment, then what do we call the inability to access texts, physical spaces and places? Those things can easily be read as suspended rights--you cannot get to them right now. And since you cannot get to them, that is a form of punishment. I do not know if this is circular logic or not, but at least I think this is worth thinking about. Again, the built in antagonistic nature/attitude towards non-normatives.
"As a result of this new restraint, a whole army of technicians took over from the executioner, the immediate anatomist of pain: warders, doctors, chaplains, psychiatrists, psychologists, educationalists; by their very presence near the prisoner, they sing the praises that the law needs: they reassure it that the body and pain are not the ultimate objects of its punitive action."
This reminds me of all the trouble, doctors, experts, paperwork, etc., that is required for some students to get access to extra learning materials. Come, you must prove your lack of abilty. we must test you, we want to see exactly what it is you can and cannot do. ugh. Sometimes I wonder if we as a culture do not enjoy spending more time and resources performing as if we are concerned and making things more accessible--see, watch how much cash we spend on the process of certifying all these people as disabled--instead of actually investing the monies into resources, phsycial and staff and enforcement. what I mean is do we send resources that are meant to discuss/address the issue of disability/impairment proving to nondisabled people that we are generating accessible materials than we are in creating actually meaningful changes and adjustments so material, so structures actually are accessible. I don't know.
From personal experience, I do know that often people are far more interested in performing the socially acceptable, desired, or rewarded role so that they can make the claim that they are not sexist, racist, etc., instead of actually working towards changes which embody those values. "Reward me for my claims of equality while I continue to embody and perpetuate the problems I claim to have resolved." Or something like that.
This has something to do with hegemony. End post.
Foucault & Disability draft
Free Write idea generation
Foucault's Discipline & Punish Vintag 1995
11 "But the punishment-body relation is not the same as it was in the torture during public executions. The body now serves as an instrument or intermediary: if one intervenes upon it to imprison it, or to make it work, it is in order to deprive the individual of a liberty that is regarded both as a right and as a property. The body, according to this penalty, is caught up in a system of constraints and privations obligations and prohibitions. Physical pain, the pain of the body itself, is no longer the consituent element of the penalty. From being an art of unbearable sensations punishment has become an economy of suspended rights."
So, the body is a means or tool to leverage as an instrument--the body is no the end goal, but rather a means to achieve another goal.
That goal appears to be to reach an individual person's liberty--and, as stated above that liberty is regarded as both a right and property. If that liberty, right and property, is to be reached, then it must be reached through the body.
Okay, I have a couple concerns about this. First, how can a notion, liberty, be a right and a piece of property? If it is not possible to get it directly, then can it really be a piece of property? also, the next question which develops is, isn't this assuming that liberty is reliant upon the body? and if liberty is reliant upon the body, how can liberty actually be separated from the body? I'm not sure, but i don't like the ease of distinction of the idea of liberty from the body. Similarly, just because someone's body is free does not mean that they have liberty or that they will exercise it. But I may also be over riffing this part. If I understand what Foucault is saying, the end goal has little to do with the body, but the body is the vehicle in order to take some ability, idea, or notion away from the person being punished.
"The body, according to this penalty, is caught up in a system of constraints and privations, obligations, and prohibitions."
This one line seems to connect a great deal with disability and accessibility. In particular, the constraints and privations remind me of physical accessibility to specific sites and physical locations as wll as the in/ability to read/hear/respond to certain kinds of texts, visual/audio/printed, because of impairment. I do not know what this means, but the parallels between the prisoning, the punishment, seems a lot like what happens to many people who have impairments. If you have an impairment, that is perhaps seen as being a physical punishment. If you have been given that physical punishment--for whatever metaphysical or medical reasons--then that automatically qualifies you as a person who HAS already been punished. And since you have already been punished, perhaps that means then that you really have no right or reason to expect accessibility, to expect those things which would or could offer equal liberty of access to resources and activities. That's just one potential reading.
I'm just toying with potential ideas or remixes of F's ideas.
Foucault's Discipline & Punish Vintag 1995
11 "But the punishment-body relation is not the same as it was in the torture during public executions. The body now serves as an instrument or intermediary: if one intervenes upon it to imprison it, or to make it work, it is in order to deprive the individual of a liberty that is regarded both as a right and as a property. The body, according to this penalty, is caught up in a system of constraints and privations obligations and prohibitions. Physical pain, the pain of the body itself, is no longer the consituent element of the penalty. From being an art of unbearable sensations punishment has become an economy of suspended rights."
So, the body is a means or tool to leverage as an instrument--the body is no the end goal, but rather a means to achieve another goal.
That goal appears to be to reach an individual person's liberty--and, as stated above that liberty is regarded as both a right and property. If that liberty, right and property, is to be reached, then it must be reached through the body.
Okay, I have a couple concerns about this. First, how can a notion, liberty, be a right and a piece of property? If it is not possible to get it directly, then can it really be a piece of property? also, the next question which develops is, isn't this assuming that liberty is reliant upon the body? and if liberty is reliant upon the body, how can liberty actually be separated from the body? I'm not sure, but i don't like the ease of distinction of the idea of liberty from the body. Similarly, just because someone's body is free does not mean that they have liberty or that they will exercise it. But I may also be over riffing this part. If I understand what Foucault is saying, the end goal has little to do with the body, but the body is the vehicle in order to take some ability, idea, or notion away from the person being punished.
"The body, according to this penalty, is caught up in a system of constraints and privations, obligations, and prohibitions."
This one line seems to connect a great deal with disability and accessibility. In particular, the constraints and privations remind me of physical accessibility to specific sites and physical locations as wll as the in/ability to read/hear/respond to certain kinds of texts, visual/audio/printed, because of impairment. I do not know what this means, but the parallels between the prisoning, the punishment, seems a lot like what happens to many people who have impairments. If you have an impairment, that is perhaps seen as being a physical punishment. If you have been given that physical punishment--for whatever metaphysical or medical reasons--then that automatically qualifies you as a person who HAS already been punished. And since you have already been punished, perhaps that means then that you really have no right or reason to expect accessibility, to expect those things which would or could offer equal liberty of access to resources and activities. That's just one potential reading.
I'm just toying with potential ideas or remixes of F's ideas.
Sunday, June 28, 2009
More Fitness Video Captions
I've selected two more fitness-related videos to caption. They are both Sonnon videos. Like my initial project, I've selected these because I am using parts of his system, and I find personal investment to be a strong motivator. Additionally, I'm working with material which interests and educates me in things I care about.
The first video centers on some of the basic principles of working with clubbells. I selected this because it provides basic clubbell concepts/principles, I've never worked with clubbells, and generating captioned material around basic or foundational principles is a means to introduce a broader audience to material than focusing on high-end or specialized knowledge. If folks can't get the basics, what chance is there that they'll bother to look at the advanced materials. Here it is:
The second video is a direct motivational training blog. This blog had low-audio levels, and I think that may have inhibited the number of people who listened to the whole thing. Additionally, I am interested in motivational speaking as well as fitness training; transcribing this presentation proved interesting.
I've also found that I can transcribe pretty solid drafts at about 20 words per minute when the speaking is consistent. Not bad--at least from my view. I haven't been doing this too long, so I'm happy with the progress I've made today. I am not sure when I will have time to work on the next couple stages. However, I am glad that I've started both of these. Clocking the basic caption time frames is the next phase.
My theoretical grounding for these actions is this: if I, a pretty busy doctoral student and teacher with limited tech savvy can be guided through the initial stages of captioning and end up, after about 10-20 hours of solid work and effort, able to fly solo and caption material, then others can go through the same effort. Rather than having captioning appear or seem to be out of the reach of others, by generating and working on the materials, we can make it much more real. And if we do this on a variety of content--not just the most popular content, but content we care about--we will hopefully connect with other viewers and readers who are equally interested and engaged in the material. Then, perhaps, a few of them will decide that they, too, want to work on the same project and join in.
Who knows. But I do like the idea that my efforts benefit others as well as myself and contribute to my professional, educational, ethical, and physical development all with one activity. That is sweet.
The first video centers on some of the basic principles of working with clubbells. I selected this because it provides basic clubbell concepts/principles, I've never worked with clubbells, and generating captioned material around basic or foundational principles is a means to introduce a broader audience to material than focusing on high-end or specialized knowledge. If folks can't get the basics, what chance is there that they'll bother to look at the advanced materials. Here it is:
The second video is a direct motivational training blog. This blog had low-audio levels, and I think that may have inhibited the number of people who listened to the whole thing. Additionally, I am interested in motivational speaking as well as fitness training; transcribing this presentation proved interesting.
I've also found that I can transcribe pretty solid drafts at about 20 words per minute when the speaking is consistent. Not bad--at least from my view. I haven't been doing this too long, so I'm happy with the progress I've made today. I am not sure when I will have time to work on the next couple stages. However, I am glad that I've started both of these. Clocking the basic caption time frames is the next phase.
My theoretical grounding for these actions is this: if I, a pretty busy doctoral student and teacher with limited tech savvy can be guided through the initial stages of captioning and end up, after about 10-20 hours of solid work and effort, able to fly solo and caption material, then others can go through the same effort. Rather than having captioning appear or seem to be out of the reach of others, by generating and working on the materials, we can make it much more real. And if we do this on a variety of content--not just the most popular content, but content we care about--we will hopefully connect with other viewers and readers who are equally interested and engaged in the material. Then, perhaps, a few of them will decide that they, too, want to work on the same project and join in.
Who knows. But I do like the idea that my efforts benefit others as well as myself and contribute to my professional, educational, ethical, and physical development all with one activity. That is sweet.
Fitness & Disability
Focused Free Write
All the readings about centering disability, eugenics, the ideal body, and centering in the normal have me rethinking fitness. I've been interested in physical training only the past couple years--before that, I resented the body, sports, and health (another post for another time). Currently, I am very interested in fitness, health, and the intersections between web-based training and accessibility and usability and disability studies. Given the aging population, health concerns, and how all these things intersect with issues of class and the web, it seems ripe for discourse. But, what I have to ask, is fitness?
What does it mean to be fit?
What is ability?
What is skill?
Is it the accomplishment of a specific task?
Is it fulfilling a specific range of motion?
From what I can tell, the most viable and reasonable approach to fitness or ability is fulfilling your potential--whatever your potential is. That makes it pretty difficult to compare competitively, but I don't know that competitition is necessary in all situations or for all folks. Competition is a great way for testing actual ability and for gauging progress in skill development, but I don't think it is the end all be all.
While I find that I agree with a lot of criticisms about the construction of health and fitness, I don't think that the endorphin release I experience or the sense of accomplishment from increased flexibility or agility are totally socially constructed. There is something that just feels right about being able to feel, use, and explore my body in a variety of different ways. It's visceral, and there's no amount of theory which can accurately or effectively address that.
If ability/disability is determined on how much of our potential we are--or are not--fulfilling, such as how great is our range of motion versus what our bodies in their current state are capable of, then I think we would find that a lot more people are impaired or incapable than we currently label as disabled. Similarly, I wonder how many people who are impaired and labeled as disabled are actually using or employing or fulfilling a greater level of their physical potentials than so-called able people.
Obviously, this is largely speculation. But I cannot continue to work with physical training, martial arts, and bodily training with fitness aspects and not consider how disability studies impacts them. If I tried to keep my own personal interests "safe" from the critical theories or investigations, then my work would be a sham. Thanks, but no thanks. If ideas and praxis cannot stand up when challenged, if they can't evolve and develop, then I see little point in continuing to invest in them.
If it's dead wood, cut bait.
All the readings about centering disability, eugenics, the ideal body, and centering in the normal have me rethinking fitness. I've been interested in physical training only the past couple years--before that, I resented the body, sports, and health (another post for another time). Currently, I am very interested in fitness, health, and the intersections between web-based training and accessibility and usability and disability studies. Given the aging population, health concerns, and how all these things intersect with issues of class and the web, it seems ripe for discourse. But, what I have to ask, is fitness?
What does it mean to be fit?
What is ability?
What is skill?
Is it the accomplishment of a specific task?
Is it fulfilling a specific range of motion?
From what I can tell, the most viable and reasonable approach to fitness or ability is fulfilling your potential--whatever your potential is. That makes it pretty difficult to compare competitively, but I don't know that competitition is necessary in all situations or for all folks. Competition is a great way for testing actual ability and for gauging progress in skill development, but I don't think it is the end all be all.
While I find that I agree with a lot of criticisms about the construction of health and fitness, I don't think that the endorphin release I experience or the sense of accomplishment from increased flexibility or agility are totally socially constructed. There is something that just feels right about being able to feel, use, and explore my body in a variety of different ways. It's visceral, and there's no amount of theory which can accurately or effectively address that.
If ability/disability is determined on how much of our potential we are--or are not--fulfilling, such as how great is our range of motion versus what our bodies in their current state are capable of, then I think we would find that a lot more people are impaired or incapable than we currently label as disabled. Similarly, I wonder how many people who are impaired and labeled as disabled are actually using or employing or fulfilling a greater level of their physical potentials than so-called able people.
Obviously, this is largely speculation. But I cannot continue to work with physical training, martial arts, and bodily training with fitness aspects and not consider how disability studies impacts them. If I tried to keep my own personal interests "safe" from the critical theories or investigations, then my work would be a sham. Thanks, but no thanks. If ideas and praxis cannot stand up when challenged, if they can't evolve and develop, then I see little point in continuing to invest in them.
If it's dead wood, cut bait.
Intervention 1
I encountered a variety of issues in the creation/generation of the captions for this project. In summary, here they are:
1. MAGpie does not work reliably. When it does work, it is cool. However, I will never sit down to work with MAGpie again unless I have many hours in a chunk--and then I will export and save the file in quick time and expect to never be able to access it in MAGpie again. No, this is not hyperbole. Perhaps it is a demonstration of my technical incompetence, but I'm only willing to invest so much time in learning a system before it is a waste--easier to move on to the next potential.
2. Jubler did not look friendly enough in terms of the instructions provided. I need to explore it more. However, it does open up qt files in a more friendly way than Subtitle Workshop. Jubler at least showed all of the captioned text, but it lost the line breaks and replaced them with spaces. Frustrating a bit, but it is nothing that can't be resolved eventually.
3. Subtitle Workshop has a great help menu, and it is superb for matching timeframes with captions. It took a little bit to get used to--not as intuitive as MAGpie--but I like it better. Plus SW opened up my files much more reliably than MAGpie. However, when I exported files into QT format with linebreaks, they were lost. Same thing happened when I imported files into SW that were in QT format. Again, a bit frustrating. However, for this project, I was able to generate exactly what I needed.
Please note, that the above version on YouTube does not feature the line breaks that I wanted--instead there are spaces and the lines run too long and layover with the YouTube logo. Obviously this is harder to read and it interferes with comprehension. So, it is not my best work--but it is functional. Frankly, I think just generating more material with decently done captions is a good aim. Then the work can be honed. At least that's what I think now.
4. Learning to use the text editor, not word processor, was vital.
Here ends the discussion of the various editors. Main point: when using free software, be willing and ready to shift software and file formats, and realize doing so will lose you some work--so save everything with a decent file naming protocol!
5. From this project I learned a bunch of things/did a bunch of things:
I zipped files (never did that before);
I hopped software platforms better than I ever thought I could with minimal panic (compared to normal gz response to stress);
I can follow directions;
Valuable resources exist out there--it's a matter of figuring out who knows how to access those resources most efficiently;
There is an endless ocean of material which needs to be made accessible;
There is something very cool about captioning somebody else's material;
I actually have a mild interest in possibly learning to code;
The easiest way to learn is by doing.
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